Chapter 3 - EDUCATION AND HUMAN RESOURCES 
Chapter 3 - EDUCATION AND HUMAN RESOURCES
  Introduction 
  Educational System Reform 
  Elementary, Secondary, and Informal Education 
  Undergraduate Education 
  Graduate Education and Research Development 
  Human Resource Development 
  Experimental Program to Stimulate Competitive Research 
  Research, Evaluation, and Communication 



The Directorate for Education and Human Resources (EHR) is responsible for the 
health and continued vitality of the Nation's science, mathematics, engineering, 
and technology education, and for providing leadership in the effort to improve 
education in these areas. EHR has five major long-term goals. 
  To help ensure that a high quality school education in science is available to 
  every child in the United States and that it is sufficient to enable those who 
  are interested to pursue technical careers at all levels, as well as to 
  provide a base for understanding by all citizens. 
  To help ensure that the educational pipelines that carry all students to 
  careers in science, mathematics, and engineering yield numbers of adequately 
  educated individuals who can meet the needs of the U.S. technical workplace. 
  To help ensure that those who select a career in a science or engineering 
  discipline have available the best professional undergraduate and graduate 
  education, and that opportunities are available at the college level for 
  interested nonspecialists to broaden their scientific backgrounds. 
  To encourage the development of a cadre of professionally educated and trained 
  teachers to ensure excellence in school education for every student and 
  learner. 
  To support informal science education programs and to maintain public interest 
  in, and awareness of, scientific and technological developments. 
These goals provide the focus for the various activities of the directorate's 
seven divisions/offices described in this chapter. 
International Science Education Activities 
As an integral component of its overall mission, the NSF encourages U.S. 
participation in international activities that promise substantial benefits to 
the science, mathematics, engineering, and technology (SMET) education and 
research enterprise of the United States. Within this framework the EHR 
Directorate will consider support for those activities that offer access to 
resources, including equipment, materials, practices, and personnel, that could 
inform the U.S. education system, increase the competitiveness of U.S. 
personnel, assess the relative achievement of U.S. students, and facilitate the 
identification/analysis of "best practices" in SMET education. For more specific 
information, contact each individual program office within EHR (see program 
descriptions below). 
Education and Outreach Activities 
In addition to research activities, the Foundation seeks to advance science and 
human resource capabilities. In order to promote general science literacy 
related to environmental and global change issues, NSF participates in the 
multiagency Global Learning to Benefit the Earth (GLOBE) Program. The GLOBE 
Program is a developing international effort that links scientists and 
schoolchildren through a global information network. 
For More Information 
For further information on GLOBE, contact Dr. Patricia Morse in the Elementary, 
Secondary, and Informal Education (ESIE) Division at (703) 306-1614; by 
Internet: mpmorse@nsf.gov; or contact Dr. Peter Wilkniss in the Directorate for 
Geosciences (GEO) at (703) 306-0892; by Internet: pwilkniss@nsf.gov. (For 
further information on programs in the GEO Directorate see chapter 5.) 



Educational System Reform
The Division of Educational System Reform (ESR) manages a cadre of programs that 
encourage and facilitate coordinated approaches to the standards-based reform of 
science and mathematics education. 
Systemic reform relies upon partnerships to identify needs, articulate visions, 
and develop goals, strategies, and activities for improvement of targeted areas. 
While each initiative is unique in its approach, all must begin with 
collaboration among individuals and organizations motivated to enhance 
educational opportunities for students and to improve the scientific and 
technological infrastructure of a state, city, or region. The initiative 
develops a plan of action that will best utilize existing resources and provide 
for growth supported by expanding resources. 
ESR sponsors programs that catalyze change. Activities include the Statewide 
Systemic Initiatives (SSI), Urban Systemic Initiatives (USI), and Rural Systemic 
Initiatives (RSI) Programs. These cultivate coordination within states, cities, 
rural areas, school systems, and other organizations involved with education, 
thereby resulting in a comprehensive impact on curriculum, policy, professional 
development, assessment, resource allocation, and student performance. 
Statewide Systemic Initiatives 
The Statewide Systemic Initiatives (SSI) Program is a major effort by the NSF to 
encourage improvements in science, mathematics, and engineering education 
through comprehensive systemic changes in the education systems of the States. 
State-level initiatives are an important way to reach the more than 15,000 
school districts that make up the Nation's diverse school system, and seed them 
with proven, effective methods for encouraging the spread of successful change 
at every level. Systemic and lasting educational improvements in the United 
States depend on effective State policies, State adoption of high quality 
materials and curricula, and well-prepared teachers and administrators. Strong 
State education programs and policies are vital links between national education 
goals and classroom implementation of the practices that will help us achieve 
these goals. 
Eligibility 
No new competition was held in fiscal year 1995. Plans for fiscal year 1996 will 
be announced at a later date. Currently 24 States and the Commonwealth of Puerto 
Rico are active awardees. 
For More Information 
For a detailed description of this initiative, contact the Statewide Systemic 
Initiatives Program, Directorate for Education and Human Resources, National 
Science Foundation, 4201 Wilson Boulevard, Room 875, Arlington, Virginia 22230, 
(703) 306-1682. 
Urban Systemic Initiatives 
The Urban Systemic Initiatives (USI) Program in science, mathematics, and 
technology education was established in fiscal year 1993 to challenge the 
Nation's commitment to bring about sustained school reform in its urban centers. 
Through this initiative, the Foundation targets the 25 cities with the largest 
number of school-age children living in poverty to launch systemic programs to 
foster experimentation, accelerate the rate of change, and implement system-wide 
improvement in mathematics, science, and technology for grades pre- K through 
12. "Systemic" refers to fundamental, comprehensive, and coordinated changes in 
science, mathematics, and technology education through attendant changes in 
policy, resource allocation, governance, management, content, and conduct. 
The importance of USI is made apparent by the fact that urban school systems 
enroll approximately half of all public school students in the United States. 
Recent studies point to a continued disparity between the academic performance 
of these students and that of their counterparts in suburban schools. The 
challenge is to reduce the gap between these groups while supporting an upward 
trajectory for all. 
The design and implementation of USI engages several organizational components 
of the Foundation, as well as private foundations, business and industry, and 
other Federal agencies. Principal participants in urban areas must collaborate 
to develop a rich array of networks and partnerships that will ensure that all 
children learn quality science and mathematics. 
Eligibility 
Eligibility for USI is limited to the 25 cities with the largest number of 
school-age children (ages 5 to 17) living in economic poverty, as determined by 
the 1990 census. 
The 25 USI-eligible cities are Atlanta, Baltimore, Boston, Chicago, Cincinnati, 
Cleveland, Columbus, Dallas, Detroit, El Paso, Fresno, Houston, Indianapolis, 
Jacksonville, Los Angeles, Memphis, Miami, Milwaukee, New Orleans, New York 
City, Philadelphia, Phoenix, San Antonio, San Diego, and St. Louis. Currently 16 
cities have received implementation awards. 
Deadline 
No proposal receipt dates have been established beyond fiscal year 1995. The NSF 
Bulletin, a monthly publication produced by the Office of Legislative and Public 
Affairs, may be consulted for updates on program deadlines and target dates. 
For More Information 
For further information, contact the Urban Systemic Initiatives Program, 
Directorate for Education and Human Resources, National Science Foundation, 4201 
Wilson Boulevard, Room 875, Arlington, Virginia 22230, (703) 306-1684. 
Rural Systemic Initiatives 
The Rural Systemic Initiatives (RSI) Program completes the trilogy of 
Educational System Reform efforts. The goal of RSI is to promote systemic 
improvements in science, mathematics, and technology education for students in 
rural, economically disadvantaged regions of the Nation, particularly those that 
have been underserved by NSF programs, and to ensure sustainability of these 
improvements by encouraging community development activities in conjunction with 
instructional and policy reform. 
Students in rural areas, particularly those characterized by high and persistent 
poverty, typically receive much less instruction in science and mathematics than 
do students in suburban or advantaged urban classrooms. Moreover, societal 
conditions in such areas compound the barriers to students' achievement. Taken 
together, these circumstances negatively impact the children's chances of 
pursuing postsecondary degrees or careers that can provide a better quality of 
life. The cycle of poverty continues for these students, condemning them to 
low-skill jobs and incomes that decrease in real dollars over the course of 
their lives. 
The premise of RSI is that a variety of educational, economic, and social 
factors must be aligned in order to significantly impact the achievement levels 
of students in disadvantaged circumstances. Therefore, RSI proposals must be 
submitted on behalf of consortia formed to address curriculum reform, teacher 
preservice and in-service education, policy restructuring, assessment, and 
implementation of national standards as well as the economic and social well- 
being of the targeted regions. 
RSI has two programmatic activities: development awards (typically $100,000 to 
$200,000) and implementation awards (up to $2 million per year for up to five 
years). Only planning or development awardees will be invited to submit 
proposals for the implementation awards. 
Eligibility 
Regions that are eligible under RSI are composed of rural counties that have 
been designated under the USDA's County Types Code as 6-9, and in which 30 
percent or greater of the school-age children (ages 5 to 17) are living in 
economic poverty, as determined by the 1990 census. Proposing consortia must 
include representatives from state and local education agencies, business and 
industry, local school districts, community colleges, health and human service 
agencies, and economic development agencies. State-level agencies or Federally 
funded research and development organizations are not eligible. 
Deadline 
Proposals to the RSI Program in fiscal year 1995 were limited to those who had 
already received planning or development awards. Plans for fiscal year 1996 will 
be announced at a later date. The NSF Bulletin, a monthly publication produced 
by the Office of Legislative and Public Affairs, may be consulted for 
information on upcoming program plans and deadlines. 
For More Information 
For further information, contact the Rural Systemic Initiatives Program, 
Directorate for Education and Human Resources, National Science Foundation, 4201 
Wilson Boulevard, Room 875, Arlington, Virginia 22230, (703) 306-1684. 



Elementary, Secondary, and Informal Education
Quality science, mathematics, and technology (SMT) education in the elementary 
through secondary school levels gives children the motivation, knowledge, and 
skills necessary for pursuing study and careers in these disciplines; for 
successful entry into a workplace increasingly dependent on technology; and for 
understanding the importance of science and technology in everyday life. 
Scientific literacy in both adults and children develops citizens who are 
capable of better understanding the complex economic, political, ethical, and 
social issues that face our society. It also ensures an understanding of the 
need for both a robust research enterprise and support for quality SMT 
education. 
The programs in the Elementary, Secondary, and Informal Education (ESIE) 
Division work together to provide quality learning opportunities in science, 
mathematics, and technology that comprehensively address the needs of all 
students, from pre-K through grade 12. Central to its task of promoting quality 
SMT education is the effective utilization of both formal (classroom) and 
informal education settings; promotion of collaboration and partnerships among 
major stakeholders; and development of the capacity and resources to support 
systemic education reform. ESIE seeks to achieve these goals by supporting 
projects that 
  develop and implement effective models of high quality instructional materials 
  that are designed for the success of all students informed by the best 
  understanding of how students learn, and incorporate assessment as an integral 
  component of instruction; 
  strengthen teacher competencies in SMT content, pedagogy, and leadership 
  skills, grounding their professional development in the context of school 
  structure and organization, and developing a cadre of individuals (teachers 
  and administrators) who can lead reform in these fields; 
  promote transitions from secondary school to higher education and to the 
  workplace and transitions within the workplace through the development of 
  exemplary curriculum, varied instructional environments, and other activities; 

  provide stimulating environments outside of school that increase the 
  appreciation and understanding of science, mathematics, and technology by 
  individuals of all ages, interests, and backgrounds, that support SMT learning 
  within the school curriculum, and that engage parents as advocates for 
  quality, universally available education in these fields; 
  integrate and capitalize on educational technologies and networking so as to 
  ensure that education is more accessible, meaningful, and adaptable to varied 
  learning styles; and 
  recognize excellence among both teachers and students in science, mathematics, 
  and technology to enhance the status and visibility of the teaching 
  profession, promote students' pursuit of scientific and technical fields, 
  provide research experiences for teachers and students, and create networks of 
  talented individuals who can serve as resources for others nationwide. 
Proposals are accepted in response to general program announcements and to 
program solicitations that focus on specific high priority problems and 
opportunities. Preliminary interactions with program staff are encouraged. 
ESIE supports projects through the following programs. 
Teacher Enhancement Program 
The Teacher Enhancement (TE) Program supports professional development projects 
that lead to new levels of teacher competence and a supportive school culture 
that empowers teachers to engage all students in rich and challenging programs 
in SMT education. These projects seek to improve, broaden, and deepen the 
disciplinary and pedagogical knowledge of teachers, and to involve 
administrators and others who play significant roles in providing quality SMT 
education for students in grades pre-K through 12. 
Special emphasis is given to projects that implement systemic change in SMT 
education for grades K through 8, within an entire school district or consortia 
thereof, and for the professional development of teachers in the context of the 
whole school organization. Teachers are empowered to bring about change and are 
encouraged to reflect on their own teaching and learning. New beliefs, skills, 
and behaviors are learned through inquiry and explored within a supportive 
culture that itself is engaged in renewal. All such projects focus on the 
implementation of exemplary instructional materials that are consistent with 
recognized standards for the content and teaching of science, mathematics, and 
technology. The TE Program also supports projects to develop teacher leaders who 
have the skills necessary to educate other teachers and to engage in the 
planning and implementation of local initiatives. Leadership projects usually 
target teachers who need more advanced, specialized enrichment in the 
pedagogical knowledge and subject matter of their discipline, and/or need the 
leadership development and follow-up support to act as change agents. 
Eligibility 
Any organization with a scientific or educational mission may submit a proposal. 
These include colleges and universities, state and local education agencies, 
professional societies, museums, research laboratories, print or electronic 
media producers, private foundations and industries, and other public and 
private organizations, whether profit-making or nonprofit. The TE Program 
especially welcomes proposals that involve the collaboration of individuals or 
organizations from more than one of these areas. 
Deadlines 
The target date for receipt of proposals is September 1. Required preliminary 
proposals may be submitted to the TE Program at any time through April 1. If the 
full proposal to be submitted is a revision of a proposal declined by a 
preceding TE review panel, a preliminary proposal is not required. Planning and 
conference grants may be submitted at any time. In all cases, the starting date 
for a project cannot be earlier than six months after the proposal submission 
date. 
For More Information 
For further information, contact the Teacher Enhancement Program, Division of 
Elementary, Secondary, and Informal Education, National Science Foundation, 4201 
Wilson Boulevard, Room 885, Arlington, Virginia 22230, (703) 306-1613. 
Instructional Materials Development 
Instructional materials in science, mathematics, and technology guide both the 
course and content of classroom instruction in these areas. The release of 
quality standards in mathematics and science creates a need for instructional 
materials for the classroom that enable all students to acquire sophisticated 
content knowledge, higher order thinking abilities, and problem-solving skills. 
All projects supported by the Instructional Materials Development (IMD) Program 
are expected to be designed for the success of all students, regardless of 
background or ability. They should promote students' positive attitudes toward 
science, mathematics, and technology and positive perceptions of themselves as 
learners. By incorporating investigative, hands-on science and mathematics, they 
should facilitate changes in the basic delivery of classroom instruction. 
Although some support is given to demonstration projects, the majority of funded 
projects are expected to contain comprehensive plans for dissemination to 
promote their utilization by teachers and students across the Nation. 
Eligibility 
Any organization with a scientific or educational mission may submit a proposal. 
These include colleges and universities, state and local education agencies, 
professional societies, museums, research laboratories, print or electronic 
media producers, private foundations and industries, publishers, and other 
public and private organizations, whether profit-making or nonprofit. The IMD 
Program especially welcomes proposals that involve the collaboration of 
individuals or organizations from more than one of these areas. 
Deadlines 
The target date for receipt of proposals is August 15. Required preliminary 
proposals may be submitted to the IMD Program at any time through May 1. If the 
full proposal to be submitted is a revision of a proposal declined by a 
preceding IMD review panel, a preliminary proposal is not required. Planning and 
conference grants may be submitted at any time. In all cases, the starting date 
for a project cannot be earlier than six months after the proposal submission 
date. 
For More Information 
For further information, contact the Instructional Materials Development 
Program, Division of Elementary, Secondary, and Informal Education, National 
Science Foundation, 4201 Wilson Boulevard, Room 885, Arlington, Virginia 22230, 
(703) 306-1614. 
Informal Science Education 
Projects supported by the Informal Science Education (ISE) Program are designed 
to provide rich and stimulating environments outside of school where individuals 
of all ages, interests, and backgrounds can increase their appreciation and 
understanding of science, mathematics, and technology. All aspects of the 
program are intended to stimulate and maintain lifelong interest in these 
disciplines. Projects involve, but are not limited to, broadcast, film, and 
print media; science and natural history museums; science and technology 
centers; aquaria; nature centers; botanical gardens; arboreta; zoological parks; 
science clubs; and other community-centered activities. Projects are generally 
designed to reach large audiences and to have the potential for significant 
regional or national impact. 
The program is particularly interested in increasing the number of 
underrepresented youth-- minorities, females, and the physically 
disabled--pursuing SMT activities both in and out of school; establishing 
linkages between informal and formal education that result in creative and 
improved learning environments; stimulating parents' support of their children's 
SMT education and their role as effective advocates for quality SMT education; 
and bringing informal science opportunities to underserved rural and inner-city 
areas. 
Eligibility 
Any organizations with expertise in providing informal science education 
opportunities may submit proposals. Examples of these organizations are print or 
electronic media producers, museums, science and technology centers, zoological 
parks, arboreta, national community and youth organizations, state and local 
education agencies, professional societies, private foundations and industries, 
publishers, and other public and private organizations, whether profit-making or 
nonprofit. The ISE Program especially welcomes proposals that involve the 
collaboration of individuals or organizations from more than one of these areas. 

Deadlines 
Target dates for receipt of proposals are June 1 and November 15. Required 
preliminary proposals may be submitted to the program at any time through March 
1 and August 15, respectively. If the full proposal to be submitted is a 
revision of a proposal declined by a preceding ISE review panel, a preliminary 
proposal is not required. Planning and conference grants may be submitted at any 
time. In all cases, the starting date for a project cannot be earlier than six 
months after the proposal submission date. 
For More Information 
For further information, contact the Informal Science Education Program, 
Division of Elementary, Secondary, and Informal Education, National Science 
Foundation, 4201 Wilson Boulevard, Room 885, Arlington, Virginia 22230, (703) 
306-1616. 
Presidential Awards for Excellence in Science and Mathematics Teaching 
This program enhances the status and visibility of the teaching profession by 
providing national recognition to outstanding elementary, middle, and secondary 
school teachers. Each year, two mathematics teachers (one from an elementary 
school and one from an middle/senior high school) and two science teachers (one 
from a elementary school and one from a middle/senior high school) from each 
State and each of the four jurisdictions listed below are selected for the 
honor. 
Awardees attend a week of activities and professional interactions in 
Washington, D.C. Continued professional interaction is encouraged and 
opportunities for individual and collective leadership are facilitated through 
the Council of Presidential Awardees in Mathematics and the Association of 
Presidential Awardees in Science Teaching. Each award is accompanied by an NSF 
grant for $7,500, to be used at the teacher's discretion for the purpose of 
improving science and/or mathematics education at the awardee's home 
institution. 
Eligibility 
Eligible teachers include those whose primary responsibility is classroom 
teaching of science or mathematics in a public or private elementary, 
middle/junior, or senior high school in any of the 50 States, the District of 
Columbia, Puerto Rico, the Department of Defense Dependent Schools, or the U.S. 
Territories (Guam, American Samoa, the Commonwealth of Northern Marianas, and 
the Virgin Islands). A minimum of five years of teaching experience is required. 
Teachers can be nominated by colleagues, administrators, students, or parents of 
students. 
Deadline 
The deadline for nomination within each state is usually mid-March. Twelve 
state/jurisdiction finalists are forwarded to a national selection committee 
that selects the four Presidential Awardees. 
For More Information 
For further information, contact the Presidential Awards for Excellence in 
Science and Mathematics Teaching Program, Division of Elementary, Secondary, and 
Informal Education, National Science Foundation, 4201 Wilson Boulevard, Room 
885, Arlington, Virginia 22230, (703) 306-1613. 
Young Scholars 
The Young Scholars Program is designed to stimulate the interests of students in 
grades 7 through 12 in science, mathematics, and technology, and to encourage 
them to investigate and pursue careers in these fields. The program strongly 
emphasizes student participation in the process of scientific discovery through 
interaction with practicing scientists in the laboratory and in the field. The 
projects focus on a variety of disciplines such as mathematics, computer 
science, engineering, chemistry, life science, physics, and earth science, at a 
variety of venues including university and college campuses, research vessels, 
archaeological digs, museums, zoological gardens, and national parks. Projects 
offer a combination of instruction and problem-solving activities along with 
discussions of career preparation and science ethics. The projects, which take 
place in summer, have follow-up activities during the academic year, many 
involving parents, other students, and teachers in the home schools. 
Eligibility 
Proposals may be submitted by colleges and universities; their associations or 
consortia; scientific or professional societies whose members are primarily 
university faculty or researchers; and companies, firms, or other organizations 
that are engaged in significant advanced research or technology efforts and have 
experience interacting with students. 
Deadlines 
The application deadline for receipt of proposals is January 15. Preliminary 
proposals are required from all new applicants, and may be submitted at any time 
but must be received by the program no later than October 15. In all cases, the 
starting date for a project cannot be earlier than six months after the proposal 
submission date. It is assumed that all awards will be for projects commencing 
student summer activities during the next calendar year. 
For More Information 
For further information, contact the Young Scholars Program, Division of 
Elementary, Secondary, and Informal Education, National Science Foundation, 4201 
Wilson Boulevard, Room 885, Arlington, Virginia 22230, (703) 306-1616. 
Advanced Technological Education 
The ESIE Division, along with the Division of Undergraduate Education (DUE), 
supports projects that strengthen the science and mathematics preparation of 
technicians who are being educated for the high performance workplace of 
advanced technologies. ESIE supports exemplary projects in advanced 
technological education that have a strong secondary school focus. The Advanced 
Technological Education (ATE) Program supports the following types of activities 
involving secondary education: (1) National/Regional Centers of Excellence for 
Advanced Technological Education; (2) curriculum and instructional materials 
development, teacher enhancement, and student projects; and (3) 
workshops/conferences, seminars, studies, and other special projects. 
Eligibility 
A more detailed description of the ATE Program--including information on 
proposal submission--can be found in the section "Undergraduate Education." 
Deadlines 
The deadline for receipt of proposals is February 1, 1996. Contact the ATE 
Program office for information on required fiscal year 1996 preliminary 
proposals. 
For More Information 
Direct inquiries to the ATE Program in ESIE (703-306-1614) for projects in 
grades K through 12, and to the ATE Program in DUE (703-306-1668) for 
postsecondary-level projects; National Science Foundation, 4201 Wilson 
Boulevard, Room 885, Arlington, Virginia 22230. 



Undergraduate Education
The Division of Undergraduate Education (DUE) serves as the focal point for 
NSF's agency- wide effort in undergraduate education. DUE's Programs and 
leadership efforts aim to strengthen and ensure the vitality of undergraduate 
education in science, mathematics, engineering, and technology for all students, 
including 
  science, mathematics, or engineering majors, 
  students in science and engineering technology programs, 
  future teachers at the elementary and secondary school levels, and 
  nonscience majors seeking scientific and technical literacy. 
Programs within the division enhance the quality of instruction in the diverse 
institutions of higher education, specifically two- and four-year colleges and 
universities. Particular emphasis is placed on improving access for all segments 
of U.S. society, including populations underrepresented in science, mathematics, 
and engineering studies and in technical and teaching careers. 
DUE supports both curriculum and faculty development through projects and 
leadership activities. Curriculum development programs involve faculty in the 
creative and continuing renewal of undergraduate courses, curricula, and 
laboratories. The term "curriculum" is defined broadly to include the modes and 
context of teaching and learning and the use of technologies as well as the 
content of instruction. Faculty development programs address the preparation of 
future faculty, especially future teachers and other mathematics, science, and 
technology specialists and educators at all levels, and the revitalization of 
current faculty who teach undergraduates. Faculty members who vigorously combine 
teaching with scholarship are essential to quality education in science, 
mathematics, engineering, and technology at any level and in any institution. 
The programs described below are expected to encompass most of the activities 
supported by the division; however, additional ideas and mechanisms will be 
considered by DUE staff at any time. Areas currently receiving special attention 
are technological education, teacher preparation, and systemic curriculum 
initiatives in chemistry and mathematics. 
Undergraduate Course and Curriculum Development 
The goal of this program is major improvement in undergraduate education through 
new or improved courses, curricula, and delivery systems and nationally 
disseminated products. NSF's role is to encourage and support the intellectual 
effort necessary to restructure courses and curricula in light of current needs, 
new technologies, improved teaching methods, and new knowledge within and across 
disciplines. Activities within this program comprise the following. 
  Course and Curriculum Development Projects--Goals include: 
    to encourage the development of courses and curricula that will help meet 
    the Nation's need for 
      high quality scientists, engineers, mathematicians, and technicians, 
      dedicated and able teachers at the precollege and college levels, and 
      scientifically and technically literate citizens; and 
    to inspire faculty to devote creative energy to educational activities. 
  The program currently emphasizes introductory-level courses for science and 
  nonscience majors. Grants provide for the planning, implementation, 
  assessment, and dissemination of projects that are designed to improve the 
  curricula and learning environment and to develop new courses, materials, 
  software, and technologies. 
  Systemic Initiatives--Fosters comprehensive and systemic reform of 
  undergraduate science and mathematics education by encouraging institutions or 
  coalitions of institutions to reexamine the roles of each disciplinary 
  department in the instructional program as a whole; to explore and exploit new 
  relationships among disciplines; and to develop introductory and advanced 
  courses, curricula, and materials that reflect current knowledge and use of 
  modern technology. In addition, the courses should be useful and attractive to 
  students beyond those planning to major in a particular scientific discipline. 

  The current initiatives, Systemic Changes in the Undergraduate Chemistry 
  Curriculum and Mathematical Sciences and Their Applications Throughout the 
  Curriculum, are described below. 
  Chemistry--Supports projects designed to make fundamental changes in the role 
  of the chemistry curriculum within institutions. Projects should address the 
  content and organization of the entire chemistry curriculum, including better 
  integration with the curricula in related disciplines such as biology, 
  physics, geology, materials science, engineering, computer science, and 
  mathematics. Of particular interest are courses intended for science and 
  engineering majors, including future technicians and future science teachers, 
  and for nonscience majors, including future elementary school teachers. 
  Mathematical Sciences and Their Applications Throughout the 
  Curriculum--Promotes broad and significant improvements in undergraduate 
  education that can lead to increased student appreciation of and ability to 
  use mathematics. Comprehensive projects are expected to serve as national 
  models for improving student understanding in the mathematical sciences, 
  encouraging better integration of mathematics into other disciplines, and 
  improving instruction in the mathematical sciences by incorporating other 
  disciplinary perspectives. 
  Eligibility 
  Proposals will be accepted for this and other curriculum development programs 
  listed below from any organization or consortium with a scientific or 
  educational mission. 
  Deadline 
  The closing date for submission of proposals for Course and Curriculum 
  Development Projects and proposals for the Mathematical Sciences Initiative is 
  June 10, 1996. Proposals are not being accepted for the Chemistry Initiative 
  at this time, but proposals in chemistry continue to be accepted as Course and 
  Curriculum Development Projects. You may consult the NSF Bulletin, a monthly 
  publication produced by the Office of Legislative and Public Affairs, for 
  updates on the status of the Chemistry Initiative. 
  For More Information 
  The publication Undergraduate Education (NSF 94-160) contains guidelines for 
  proposal preparation. For further information on this and other curriculum 
  development programs, contact the Undergraduate Course and Curriculum 
  Development Program, Division of Undergraduate Education, National Science 
  Foundation, 4201 Wilson Boulevard, Room 835, Arlington, Virginia 22230, (703) 
  306-1681. 
  Science and Humanities: Integrating Undergraduate Education--In conjunction 
  with the National Endowment for the Humanities' Division of Education 
  programs, NSF is accepting proposals for the development of undergraduate 
  courses and curricula that emphasize linking the study of the sciences and the 
  humanities. 
  Deadline 
  The closing date for proposals is February 1, 1996. 
  For More Information 
  Program guidelines may be obtained from the National Endowment for the 
  Humanities, 1100 Pennsylvania Avenue, N.W., Room 302, Washington, D.C. 20506, 
  (202) 606-8384. 
Instrumentation and Laboratory Improvement 
The Instrumentation and Laboratory Improvement (ILI) Program supports projects 
designed to generate new and improved approaches to laboratory and field-based 
instruction. It consists of two components: the Instrumentation component, 
which, by providing matching funds, makes it possible to purchase equipment 
needed to make improvements in undergraduate laboratories at any level; and the 
Leadership in Laboratory Development component, which provides necessary 
resources, including time, technical support, and travel, for projects that have 
the promise of being national models for laboratory instruction. 
Eligibility 
Faculty from all science, mathematics, and engineering departments at any 
college or university in the United States or its territories are eligible to 
compete for these grants. 
Deadline 
The closing date for submission of proposals in 1995 is November 14. The closing 
date for submission of proposals in 1996 will be mid-November. Consult the NSF 
Bulletin, a monthly publication produced by the Office of Legislative and Public 
Affairs (OLPA), or the ILI Program office for information on fiscal year 1996 
activities. 
For More Information 
The publication Undergraduate Education (NSF 94-160) contains guidelines for 
proposal preparation. For further information, contact the Instrumentation and 
Laboratory Improvement Program, Division of Undergraduate Education, National 
Science Foundation, 4201 Wilson Boulevard, Room 835, Arlington, Virginia 22230, 
(703) 306-1667. 
Advanced Technological Education 
The Division of Undergraduate Education (DUE), along with the Division of 
Elementary, Secondary, and Informal Education (ESIE), supports projects that 
strengthen science and mathematics preparation of technicians who are being 
educated for the high performance workplace of advanced technologies. The 
Advanced Technological Education (ATE) Program supports projects that focus on 
one or more aspects of curriculum development, faculty/teacher preparation and 
enhancement, instructional materials development, technical experiences for 
students, and instrumentation and laboratory improvement. The ATE Program also 
supports a few Centers of Excellence in Advanced Technological Education to 
provide systemic approaches to technological education; and conferences, 
workshops, symposia, design and planning projects, studies, and other projects 
that lead to a better understanding of issues in advanced technological 
education. 
The deadline for receipt of proposals is February 1, 1996. Contact the ATE 
Program office for information on fiscal year 1996 preliminary proposals. 
Eligibility 
Proposals may be submitted from two-year colleges; two-year college systems; 
consortia of two-year colleges; other associate degree-granting institutions; 
and consortia of other appropriate organizations and institutions such as school 
districts, four-year colleges and universities, professional societies, and 
nonprofit educational research and development groups that include two-year 
colleges in leadership roles. Proposals from a formal consortium should be 
submitted by the consortium; proposals from an informal consortium should be 
submitted by one member of the consortium. 
For More Information 
Direct inquiries to the ATE Program in DUE (703-306-1668) for 
postsecondary-level projects, and to the ATE Program in ESIE (703-306-1614) for 
projects in grades K through 12; National Science Foundation, 4201 Wilson 
Boulevard, Room 885, Arlington, Virginia 22230. 
NSF Collaboratives for Excellence in Teacher Preparation 
This program promotes comprehensive change in the undergraduate education of 
future teachers by supporting cooperative multiyear efforts to increase 
substantially the quality and number of teachers who are well prepared in 
science and mathematics, especially members of underrepresented groups. 
Collaboratives feature creative design of courses and curricula in mathematics 
and science for both content and method of teaching, incorporating innovative 
approaches such as the integration of mathematics, the sciences, and 
engineering; the use of advanced technologies; applications to engineering and 
technology; and new methods of student assessment appropriate to the teaching 
methodologies. Collaboratives must include the leadership and participation of 
faculty members in science, mathematics, and engineering departments in 
collaboration with colleagues in education departments, and in the pre-K through 
grade 12 community. 
Proposals for teacher preparation that are smaller in scale than a collaborative 
are welcome in the other programs within DUE. 
Eligibility 
A collaborative will typically involve a consortium of partners that may include 
comprehensive and research universities, two- and four-year colleges, schools 
and/or school districts, community organizations, and the private sector. 
Partnerships should reflect existing or desirable, natural, and regional 
relationships. 
Deadlines 
Preproposals for a collaborative must be received by March 1, 1996; formal 
proposals by June 24, 1996. 
For More Information 
The publication Undergraduate Education (NSF 94-160) contains guidelines for 
preproposal and proposal preparation. For further information, contact the NSF 
Collaboratives for Excellence in Teacher Preparation Program, Division of 
Undergraduate Education, National Science Foundation, 4201 Wilson Boulevard, 
Room 885, Arlington, Virginia 22230, (703) 306-1669. 
Undergraduate Faculty Enhancement 
This program supports activities that help faculty members who are primarily 
engaged in the instruction of undergraduates to gain experience with recent 
advances in their fields, new experimental techniques, effective teaching 
methods, and ways of incorporating these into undergraduate instruction. The 
program also serves as a vehicle for dissemination and adaptation of model 
courses and materials developed under DUE's programs in curriculum and 
laboratory improvement. Projects are regional or national in scope, typically 
consist of hands-on short courses or workshops, and include follow-up activities 
that encourage sustained interaction among participants. A major component of 
the program is regional coalitions between two- and four-year institutions. 
Eligibility 
Proposals will be accepted from any organization with the scientific expertise 
and facilities to conduct the described activities. The subject matter of the 
faculty enhancement activity may be drawn from any field of science, 
engineering, mathematics, and technology normally supported by NSF. 
Deadline 
The closing date for submission of proposals is June 10, 1996. 
For More Information 
The publication Undergraduate Education (NSF 94-160) contains guidelines for 
proposal preparation. For further information, contact the Undergraduate Faculty 
Enhancement Program, Division of Undergraduate Education, National Science 
Foundation, 4201 Wilson Boulevard, Room 885, Arlington, Virginia 22230, (703) 
306-1669. 



Graduate Education and Research Development
The programs in the Division of Graduate Education and Research Development 
(GERD) promote the early career development of scientists and engineers by 
providing fellowships and traineeships, thus helping to ensure a steady flow of 
diverse, high-ability students through the educational and research training 
systems. 
In addition to the programs listed below, the division also manages the 
Presidential Faculty Fellows (PFF). The PFF award provides support to some of 
the Nation's most promising and outstanding young science and engineering 
faculty members and is described in chapter 9. 
The division supports projects through the following programs. 
Graduate and Minority Graduate Fellowships 
Graduate and Minority Graduate Fellowships promote the future strength of the 
Nation's scientific and technological base and reinforce the diversity of that 
base. NSF Graduate Fellowships offer recognition and three years of support for 
advanced study to approximately 1,000 outstanding graduate students in all 
fields of science, mathematics, and engineering. Of these, approximately 150 
awards will be made in the Minority Graduate competition and approximately 850 
in the Graduate competition. Approximately 90 awards will be in the Women in 
Engineering and Computer and Information Science components. For fiscal year 
1996 awards, the stipend for each fellow is $14,400 for a 12-month tenure; an 
annual cost- of-education allowance of $8,600 is made available to the awardee's 
institution for each year of tenure in lieu of tuition and fees. 
Eligibility 
To be eligible for these nationwide merit competitions, candidates must be 
citizens, nationals, or permanent residents of the United States and at or near 
the beginning of their graduate study. Competition in the Minority Graduate 
component is open only to those individuals who are otherwise eligible and who 
are Native American (American Indian or Alaskan Native), Black (African 
American), Native Pacific Islander (Micronesian or Polynesian), or Hispanic. 
Deadline 
The deadline for applying is November 6, 1995. NSF will notify all applicants as 
to the outcome of their applications in mid-March 1996. 
For More Information 
The publication Graduate and Minority Graduate Research Fellowships (NSF 94-112) 
contains a detailed program description and guidelines for application. For 
fiscal year 1996 applications, contact the Oak Ridge Associated Universities, 
NSF Graduate Research Fellowship Program, P.O. Box 3010, Oak Ridge, Tennessee 
37831-3010; (615) 241-4300; by Internet: nsfgrfp@orau.gov. 
Graduate Research Traineeships 
The Graduate Research Traineeships Program is designed to increase the number of 
talented American undergraduates enrolling in doctoral programs in critical and 
emerging areas of science and engineering. Graduate student support is provided 
to high quality doctorate- granting departments in the form of traineeship 
positions. The colleges and universities receiving awards are responsible for 
the selection and retention of trainees and for traineeship administration. 
For More Information 
No new awards are anticipated in fiscal year 1996. 
NATO Postdoctoral Fellowships in Science 
At the request of the Department of State, NSF administers a program of NATO 
Postdoctoral Fellowships to promote a closer collaboration among the scientists 
of member and cooperating nations. Approximately 35 awards are made each year to 
outstanding young scientists or engineers to enable them to study and conduct 
research in other NATO or NATO-defined cooperation countries. Eligible NATO 
cooperation countries are Albania, Bulgaria, the Czech Republic, Hungary, 
Poland, Romania, Slovakia, and the 15 republics of the former Soviet Union. 
Eligibility 
U.S. citizens who have received their doctorates within the past five years or 
who will have done so by the start of their tenure may apply for NSF-NATO 
Postdoctoral Fellowships. The program provides a monthly stipend of $2,750 plus 
dependency and travel allowances, for tenures of 6 to 12 months. 
Deadlines 
The application deadline for fiscal year 1996 awards is December 1, 1995. The 
guidelines for 1996 applications should be available in the fall of 1995. 
For More Information 
For further information regarding NSF-NATO Postdoctoral Fellowships, contact the 
NSF-NATO Postdoctoral Fellowships Program, Directorate for Education and Human 
Resources, National Science Foundation, 4201 Wilson Boulevard, Room 907, 
Arlington, Virginia 22230, (703) 306-1696. 
Travel Grants for NATO Institutes 
The Foundation awards travel grants of $1,000 each to enable young U.S. 
scientists to attend select NATO Advanced Study Institutes (ASI) held 
predominantly in the NATO member countries of Europe. These two- to three-week 
instructional courses conducted by notable scientists and engineers are 
scheduled throughout the year the majority of them are held during the summer. 
Eligibility 
The director of a NATO Advanced Study Institute may nominate U.S. citizens, 
nationals, or permanent residents who are graduate students or who have received 
a Ph.D. within the past three years and have been accepted at a NATO institute. 
Lists of institutes appear in the final January editions of Nature, New 
Scientist, Science, and La Recherche. 
For More Information 
For further information, contact the ASI Travel Awards Program, Directorate for 
Education and Human Resources, National Science Foundation, 4201 Wilson 
Boulevard, Room 907, Arlington, Virginia 22230, (703) 306-1694. 



Human Resource Development
The programs in the Division of Human Resource Development (HRD) reflect the 
Foundation's commitment to developing the resources of the scientific and 
technical community as a whole. This division has primary responsibility for 
broadening participation of underrepresented groups in science, engineering, and 
mathematics (SEM). The division operates and coordinates a range of programs 
that focus on increasing the presence of minorities, women and girls, and 
persons with disabilities in science and engineering (S&E). The approach 
includes 
  a coordinated set of efforts to prepare, attract, and retain increased numbers 
  of minority students in SEM at the precollege through undergraduate levels; 
  activities for women and girls that can produce immediate and long-term 
  positive changes in the infrastructure of SEM education; 
  efforts to facilitate greater involvement of students and faculty with 
  disabilities in S&E and in NSF-supported activities; and 
  activities to strengthen research and training capabilities of academic 
  institutions with significant minority student enrollments. 
These activities can be implemented in all NSF-funded disciplines and, except 
where noted, in all academic institutions and nonprofit organizations. 
The division supports these goals through the following programs. 
Underrepresented Minorities 
The Foundation considers the improved preparation and advancement of 
underrepresented minorities in SEM at all educational levels to be of prime 
importance to the Nation. Consequently, the Foundation has redesigned and 
enhanced its initiatives aimed at developing minority student talent and at 
strengthening the capabilities of institutions that serve large numbers of these 
students at all educational levels. Underrepresented minority groups in S&E are 
Native Americans (American Indians and Alaskan Natives), Blacks (African 
Americans), Native Pacific Islanders (Micronesians and Polynesians), and 
Hispanics. 
Current HRD efforts for minority students are focused on two major 
objectives--student development and strengthening the capabilities of minority 
institutions. These efforts are described below. 
Student Development 
These programs represent a coherent effort to stimulate organizational and 
institutional change in order to markedly improve the quality of educational 
opportunities available to minority students and to increase the quality and 
quantity of these students pursuing degrees in S&E. Overall NSF goals for the 
decade are 
  to double the current number of minority high school graduates with both 
  interest in and adequate preparation for further studies in S&E; 
  to increase the B.S. degree attainment of minority students in S&E threefold 
  to an annual rate of 50,000; and 
  to increase minority student attainment of Ph.D.s in S&E sixfold to an annual 
  rate of 2,000. 
These programs are grouped under three areas of focus: precollege, 
undergraduate, and graduate. 
Precollege Focus Program 
The precollege program enhances career access by stimulating and supporting 
elementary and secondary students' interests in mathematics and science. 
  Comprehensive Partnerships for Minority Student Achievement (CPMSA)--Is a 
  comprehensive precollege program that builds on NSF's strategy of forging 
  alliances for systemic reform. The program gives support to school systems 
  with significant minority populations so they can create partnerships to 
  improve the access to science and mathematics education for minority students 
  in grades pre-K through 12. School systems are encouraged to create 
  partnerships with institutions of higher education, businesses, professional 
  organizations, community-based organizations, and other educational 
  organizations. City/county school systems, which are the units of change, are 
  expected to work with these partners on the design and implementation of 
  in-school student enrichment and teacher enhancement activities and informal 
  education efforts. 
  Award Size and Duration 
  Awards provide up to $200,000 for the first year, and up to $800,000 a year in 
  support for the next four years. 
Undergraduate Focus Program 
This is an endeavor to 
  increase the number of minority students who successfully complete 
  baccalaureates in SEM, and 
  increase the number of students continuing on for related graduate degrees 
  through scholarships and outreach assistance. 
  Alliances for Minority Participation (AMP)--Supports the establishment of 
  comprehensive approaches to 
    increase the quantity and quality of underrepresented minorities who 
    successfully earn S&E baccalaureate degrees and 
    increase the number who go on for graduate study in these fields. 
  This objective facilitates the long-term goal of increasing the production of 
  minority Ph.D.s in S&E fields with an emphasis on entry into faculty 
  positions. The Foundation requires partnerships among academic institutions, 
  government agencies and laboratories, industry, and professional 
  organizations. These coalitions will produce multidisciplinary and/or 
  disciplinary approaches to achieve the program goals at the undergraduate 
  level. Success will be measured by the ability to bring about significant, 
  quantifiable, and qualitative enhancements in minority S&E participation. 
  Eligible activities include student enrichment, academic enrichment, and 
  curriculum improvement. 
  Award Size and Duration 
  The size of AMP projects will depend on the extent and scope of activities 
  being undertaken. However, the NSF contribution to a project will not exceed 
  $1 million per year. Awards will initially be made for up to five years. 
  Eligibility 
  Academic institutions are eligible to apply to all programs under this 
  initiative. Nonprofit organizations serve as members of the alliance or 
  partnership. 
  Deadlines 
  There is an annual deadline date for both precollege and undergraduate 
  minority student development programs. These dates vary by program. The fiscal 
  year 1996 deadline dates will be announced in the NSF Bulletin, a monthly 
  publication produced by the Office of Legislative and Public Affairs. Detailed 
  guidelines for proposals are contained in the publication Human Resource 
  Development for Minorities in Science and Engineering (NSF 94-122). 
  For More Information 
  For further information, contact Minority Programs, Division of Human Resource 
  Development, National Science Foundation, 4201 Wilson Boulevard, Room 815, 
  Arlington, Virginia 22230, (703) 306-1640. 
Graduate Focus Programs 
The Foundation recognizes that academic institutions with significant minority 
student enrollments play a vital role in conducting research that contributes to 
our knowledge base in all disciplines and in educating minority students who go 
on to careers in S&E. The HRD Division operates two programs designed to 
strengthen the research and training base at these institutions. 
  Research Improvement in Minority Institutions (RIMI)--Supports faculty 
  research, the acquisition of research equipment, and cooperative research 
  projects among academic institutions, industry, and federal agencies. Its goal 
  is to strengthen the institution's research capability and to encourage 
  greater student and faculty research involvement. Specific goals of the RIMI 
  Program are 
    to increase the contribution of minority institutions to the Nation's 
    research; 
    to increase the ability of minority institutions to participate in federally 
    sponsored programs; and 
    to increase minority participation in S&E careers. 
  Eligibility 
  Proposals may be submitted by scientists and engineers who have full-time 
  appointments at U.S. colleges and universities with significant minority 
  enrollments (defined as more than 50 percent combined minority enrollment or 
  at least 20 percent of any single underrepresented minority group). These 
  schools must also have graduate programs in science or a baccalaureate program 
  in engineering. 
  Award Size and Duration 
  While the proposed amount and duration for requested RIMI support should be 
  consistent with the nature and complexity of the proposed activity, proposals 
  may request up to $500,000 per year for an eligible institution in a given 
  fiscal year. Institutions may submit several proposals totaling the maximum 
  amount or one project for the entire sum. Projects may be supported for up to 
  five years, although initial awards generally will be for a shorter period. 
  Deadline 
  Proposals must be postmarked by December 1 of each year. Detailed guidelines 
  for proposals are contained in the publication Human Resource Development for 
  Minorities in Science and Engineering (NSF 94-122). 
  Minority Research Centers of Excellence (MRCE)--Is geared toward increasing 
  the number of minorities in S&E by making substantial resources available to 
  upgrade the capabilities of the most research-productive minority 
  institutions. These resources provide increased opportunities for minority 
  faculty and students to engage in research. At the same time, the program 
  enables these institutions to use their resources and research to increase the 
  effectiveness of related S&E activities for other institutions in their 
  regions. 
  Eligibility 
  Institutions participating in MRCE are those that have at least a 50 percent 
  enrollment of minority students who are underrepresented in S&E; graduate 
  programs in NSF-supported fields of science or a baccalaureate program in 
  engineering; demonstrated strengths in NSF- related fields as evidenced by an 
  existing or developing capacity to offer doctoral degrees in one or more S&E 
  disciplines; a willingness and capacity to serve as a regional resource 
  center; and a demonstrated commitment to enrolling and graduating minority 
  scientists and engineers. 
  Award Size and Duration 
  MRCE implementation awards provide up to $1 million each year for an initial 
  award period of five years to implement a comprehensive research and training 
  improvement plan. Subsequent funding for additional years may be available if 
  the following criteria are being met: 
    a sufficient research quality base has been developed; 
    minority students are attaining S&E degrees; and 
    there is high potential for continued institutional enhancement in the 
    MRCE-supported disciplines. However, no institution will receive more than 
    10 years of support. 
  Deadline 
  The program will not accept new proposals in fiscal year 1996; currently eight 
  institutions are supported under the program. 
  For More Information 
  For further information, contact Minority Programs, Division of Human Resource 
  Development, National Science Foundation, 4201 Wilson Boulevard, Room 815, 
  Arlington, Virginia 22230, (703) 306-1640. 
Program for Women and Girls 
Projects addressing the participation of women and girls in science and 
engineering are particularly encouraged in all programs within the EHR 
Directorate. Because women are underrepresented in most disciplines, the 
Division of Human Resource Development supports targeted interventions that are 
specifically directed at increasing the number of women as full participants in 
the mainstream of the Nation's scientific and technological enterprise. 
  Model Projects for Women and Girls--Seek to encourage the design and 
  implementation of innovative, short-term, and highly focused activities, 
  strategies, and/or materials to improve educational achievement and to 
  encourage entry and/or improve retention of women/girls in science, 
  engineering, and mathematics. Projects are both instructional and 
  motivational. They also may assess an existing project's readiness for wide 
  dissemination, implement a successful model at a new institution, or enhance a 
  proven model. They must include appropriate evaluation and dissemination 
  activities. 
  Eligibility 
  Eligible institutions and organizations include colleges and universities; 
  nonprofit, nonacademic groups such as professional associations, museums, 
  private foundations, and youth-centered and community-based organizations; and 
  State and local governments, including school districts. 
  Award Size and Duration 
  These projects have a maximum funding level of $100,000; the duration is 
  flexible. 
  Deadline 
  Proposals must be postmarked by January 15. Detailed guidelines for proposals 
  are contained in the publication EHR Activities for Women and Girls in 
  Science, Engineering, and Mathematics (NSF 93-126). 
  Experimental Projects for Women and Girls--Supports major comprehensive 
  initiatives designed to create positive and permanent changes in the academic, 
  social, and scientific climates, thereby allowing the scientific, technical, 
  and mathematical interests and aptitudes of women and girls to flourish. 
  Projects may stimulate the development of successful "bridging" efforts (from 
  one educational level to another) and/or develop strategies for teaching to 
  mitigate the factors that have traditionally discouraged women from courses in 
  these areas. Evaluation and dissemination aspects are required. Projects 
  should involve multiple target groups such as students and teachers, as well 
  as multiple "players" (collaborating organizations/institutions). 
  Eligibility 
  Eligible institutions and organizations include colleges and universities; 
  nonprofit, nonacademic groups such as professional associations, museums, 
  private foundations, and youth-centered and community-based organizations; and 
  State and local governments, including school districts. 
  Brief (maximum five pages) and informal preliminary proposals are required, 
  with the proposers being notified in writing whether they are encouraged to 
  submit formal proposals. The lead (or submitting) organization/institution may 
  submit only one proposal per year. 
  Award Size and Duration 
  The annual award size will be dependent upon the nature and scope of the 
  project, with a maximum funding level of $300,000 per year. Projects will have 
  a maximum duration of three years. Subsequent funding after the first year 
  will be contingent upon satisfactory progress, as defined in the evaluation 
  plan and reported to NSF, as well as upon the availability of funds. 
  Deadlines 
  Informal preliminary proposals are required and have a target date of May 15. 
  Formal proposals from those encouraged to submit must be postmarked by 
  September 1. Detailed guidelines for proposals are contained in the 
  publication EHR Activities for Women and Girls in Science, Engineering, and 
  Mathematics (NSF 93-126). 
  Information Dissemination Activities--Include conferences, teleconferences, 
  symposia, and workshops that bring together experts to discuss issues, 
  projects, policies, and research relating to the participation and achievement 
  of women and girls in science, engineering, and mathematics. They can focus on 
  research topics or on the development and/or dissemination of strategies for 
  reducing the barriers for women and girls in these areas. 
  Eligibility 
  Eligible institutions and organizations include colleges and universities; 
  nonprofit, nonacademic groups such as professional associations, museums, 
  private foundations, and youth-centered and community-based organizations; and 
  State and local governments. Only one proposal per organization per year will 
  be accepted. Brief (maximum five pages) informal proposals are required, with 
  the proposers being notified in writing whether they are encouraged to submit 
  formal proposals. 
  Award Size and Duration 
  Partial support may be provided for conferences, workshops and symposia 
  (especially for participant support), publications, and other activity related 
  costs. The award size does not usually exceed $75,000. 
  Deadline 
  Proposals may be submitted at any time; however, an informal preliminary 
  proposal is required. Conference requests should be made at least 12 months 
  prior to the proposed activity date. Detailed guidelines for proposals are 
  contained in the publication EHR Activities for Women and Girls in Science, 
  Engineering, and Mathematics (NSF 93-126). 
  For More Information 
  For further information, contact Programs for Women and Girls, Division of 
  Human Resource Development, National Science Foundation, 4201 Wilson 
  Boulevard, Room 815, Arlington, Virginia 22230, (703) 306-1637. 
Programs for Women Scientists 
  NSF Faculty Awards for Women (FAW)--Recognizes some of the Nation's most 
  outstanding women scientists and engineers in research and teaching careers. 
  No new awards are anticipated in fiscal year 1996. 
  NSF Visiting Professorships for Women (VPW)--Provides support to experienced 
  women scientists and engineers who serve as visiting faculty members at host 
  institutions. It enables a woman investigator to do research at an academic 
  institution of her choice. In addition to research and teaching/lecturing, the 
  visiting professor must undertake counseling and other interactive activities 
  to help increase the visibility of women scientists in the academic 
  environment of the institution, and to provide encouragement for other women 
  to pursue careers in science and engineering. 
  Eligibility 
  Women who hold a doctorate or have equivalent experience in a field of 
  research supported by NSF, who have independent research experience, and who 
  are U.S. citizens, nationals, or permanent residents are eligible. 
  Award Duration 
  The award period may be anywhere from 6 to 15 months. VPW activities may be 
  undertaken in segments or continuously, but each segment must be at least two 
  months in length. 
  Deadline 
  Proposals must be postmarked by November 15. 
  For More Information 
  For further information, contact the Visiting Professorships for Women 
  Program, Division of Human Resource Development, National Science Foundation, 
  4201 Wilson Boulevard, Room 815, Arlington, Virginia 22230, (703) 306-1649. 
Programs for Persons with Disabilities 
The Activities for Persons with Disabilities Program is committed to bringing 
about needed change in academic and professional climates. The programs goals 
are to develop new methods of teaching science and mathematics, to increase the 
awareness and recognition of the needs and capabilities of students with 
disabilities, to promote the accessibility and appropriateness of instructional 
materials and educational technologies, and to increase the availability of 
mentoring resources. In short, efforts are dedicated to changing the factors 
wherein neglect, paucity, and indirection historically have stifled the early 
interest in science and mathematics shown by students with disabilities, and 
that have impeded the advancement of these individuals as they prepared 
themselves for careers in SEM fields. 
Though the Foundation encourages persons with disabilities to participate fully 
in NSF- supported programs, the HRD Division has initiated efforts focused on 
  eliminating barriers in science, engineering, and mathematics studies that 
  prevent the participation of students with disabilities; 
  changing the attitudes of the education community and the public in general 
  about the potential of persons with disabilities; and 
  offering aid for adaptive technologies and assistance to allow students, 
  scientists, engineers, and mathematicians to participate in NSF-supported 
  research projects. 
Regionally Focused Activities 
  Experimental Projects for Persons with Disabilities--Provides support for the 
  development and demonstration of exemplary strategies for the recruitment, 
  education, and retention of students with disabilities in science, 
  engineering, and mathematics. These projects are designed to provide catalysts 
  for assessing, revising, and institutionalizing practices that define the 
  culture of SEM classrooms, laboratories, departments, and institutions as they 
  affect inclusion and participation of students with disabilities. 
  Eligibility 
  Universities and colleges that have broad SEM curricula are eligible to apply 
  to this program. 
  Award Size and Duration 
  The annual award size will depend on the nature and scope of the proposed 
  project, but is expected to approach $500,000 per year. Awards will be made 
  initially for three years. Funding after the first year will be contingent 
  upon demonstrated success as defined in the evaluation plan or on demonstrated 
  growth and institutional support of the program. 
Research-Focused Activities 
  Model Projects for Persons with Disabilities--Promotes the development and 
  dissemination of innovative intervention strategies that reduce the barriers 
  that inhibit the interest, retention, and advancement of students with 
  disabilities in SEM education and career tracks. The goals of these projects 
  are to encourage the design and implementation of innovative, short-term, and 
  highly focused activities; to prepare existing intervention strategies for 
  wide dissemination; and to disseminate widely effective intervention models in 
  science, engineering, and mathematics for students with disabilities. 
  Eligibility 
  Eligible institutions and organizations include universities and colleges; 
  nonprofit, nonacademic institutions such as professional associations, 
  museums, private foundations, and youth-centered and community-based 
  organizations; and State and local governments, including school districts. 
  Award Size and Duration 
  Support for this program will normally not exceed $100,000 for one year. 
Public Awareness Activities 
  Information Dissemination Projects--Supports symposia and workshops and the 
  development of information on techniques, instructional materials, 
  technologies, and adaptations that promote full inclusion and participation of 
  students with disabilities in SEM curricula. The program informs the 
  scientific and educational communities and the general public of the potential 
  in science, engineering, and mathematics for persons with disabilities. 
  Dissemination efforts may be national in scope or may be designed to stimulate 
  dialogue and action on a more regional basis. 
  Eligibility 
  Eligible institutions and organizations include universities and colleges; 
  nonprofit, nonacademic institutions such as professional associations, 
  museums, private foundations, and youth-centered and community-based 
  organizations; and State and local governments including school districts. 
  Award Size and Duration 
  Grants will not usually exceed $75,000. Budgets for workshops may include 
  participant support for transportation, subsistence, and other conference 
  related costs. 
Individually Focused Activities 
  Facilitation Awards for Persons with Disabilities--Provides funding for 
  students and faculty with disabilities to obtain special equipment and 
  services needed to reduce or remove barriers so they can participate in 
  research and training activities supported by NSF. Requests for special 
  equipment or assistance may be included in the original proposal submitted to 
  any Foundation program or may be submitted as a separate request for 
  supplemental funding. 
  Eligibility 
  Individuals with disabilities eligible for this support include principal 
  investigators and other senior professionals and graduate and undergraduate 
  students. 
  Award Size 
  No maximum amount has been set for requests; however, it is expected that the 
  cost--which includes equipment adaptation and installation--will not be a 
  major portion of the total proposed budget for the projects. 
  Deadlines 
  There is an annual deadline for each program for persons with disabilities. 
  The dates vary by program. Fiscal year 1996 deadline dates will be announced 
  in the NSF Bulletin, a monthly publication produced by the Office of 
  Legislative and Public Affairs. Detailed guidelines for proposals are 
  contained in the publication Activities in Science, Engineering, and 
  Mathematics for Persons with Disabilities (NSF 94-44). 
  For More Information 
  For further information, contact Programs for Persons with Disabilities, 
  Division of Human Resource Development, National Science Foundation, 4201 
  Wilson Boulevard, Room 815, Arlington, Virginia 22230, (703) 306-1636. 



Experimental Program to Stimulate Competitive Research
Experimental Program to Stimulate Competitive Research (EPSCoR) fosters systemic 
and sustainable changes through universities in a designated set of States in 
order to support Nationally competitive academic research and high-quality SEM 
education. 
EPSCoR's basic premise is that academic research activity underpins a State's 
overall research and development (R&D) competitiveness. Its goal, therefore, is 
to bring participating States' S&E research endeavors at academic institutions 
to nationally competitive levels. This improvement is designed to increase these 
States' S&E research capabilities and hence their overall R&D competitiveness. 
By adopting a proactive role, NSF has cooperated with State leaders in 
government, higher education, and business to establish productive long-term 
partnerships. In each State NSF's role is catalytic in nature and is designed to 
stimulate local action that will result in lasting improvements to the State's 
research infrastructure and increased national R&D competitiveness. Significant 
local investment in graduate research and training is a characteristic of the 
NSF/State partnership. During the history of the EPSCoR Program, NSF has 
invested over $120 million while the States have provided over $275 million in 
support of increased R&D competitiveness. 
Eligibility 
EPSCoR is restricted to those States that historically have been less 
competitive than most others in obtaining Federal R&D funding. The program is 
currently operating in 18 States-- Alabama, Arkansas, Idaho, Kansas, Kentucky, 
Louisiana, Maine, Mississippi, Montana, Nebraska, Nevada, North Dakota, 
Oklahoma, South Carolina, South Dakota, Vermont, West Virginia, and Wyoming--and 
the Commonwealth of Puerto Rico. 
Deadline 
Proposal submission deadline is determined by the EPSCoR solicitation among the 
eligible participants. 
For More Information 
For further information, contact EPSCoR, Directorate for Education and Human 
Resources, National Science Foundation, 4201 Wilson Boulevard, Room 875, 
Arlington, Virginia 22230, (703) 306-1683. 



Research, Evaluation, and Communication
The Division of Research, Evaluation, and Communication (REC) provides 
conceptual and technical assistance to various EHR programs and education 
communities outside NSF that enable the process of systemic education reform to 
evolve. REC programs help bridge research to classroom practice, foster systemic 
thinking about the coordination and delivery of educational services, and 
measure change in educational programs by evaluating how EHR programs work. REC 
supports policy-oriented research through the Studies and Indicators Program; 
basic and applied research through the Research in Teaching and Learning, the 
Applications of Advanced Technologies, and the Networking Infrastructure for 
Education Programs; and outcomes in the Evaluation Program. Through national 
conferences and special publications, REC coordinates communications activities 
that advance public awareness of NSF's education reform programs to research, 
education, policy, and other audiences. 
Studies and Indicators 
The Studies Program sponsors research on significant factors, trends, and 
practices that will assist the Foundation and other agencies or organizations in 
developing initiatives to strengthen science, mathematics, engineering, and 
technology education. Proposals funded under this program are intended to 
  provide information of national relevance on significant problems and 
  opportunities in education that would be useful for policy deliberations 
  regarding the strengthening of such education in the United States; and 
  provide information that will assist in setting priorities and plans for the 
  Foundation's science education programs. Proposals are invited for the 
  identification of key issues; new data collection; and synthesis, analysis, or 
  reanalysis of existing information. 
Current priorities are in five broad policy areas: 
  participation in science, 
  teacher supply and qualification, 
  instructional and school practices, 
  educational reform, and 
  the role of science and mathematics skills in the workforce. 
The Indicators Program develops statistical information about the status of 
mathematics and science learning in the United States to provide the Nation with 
an assessment of education in these areas. These studies include developing 
conceptual frameworks for measuring student knowledge in the United States and 
comparing it with that in other nations; measuring differences in mathematics 
and science curricula; explaining student achievement in relation to family, 
student, school, and sociocultural factors; and providing new methods of 
assessing the status of mathematics and science education. 
The Indicators Program cooperates with other statistical agencies by using 
existing national surveys to develop statistical measures and to encourage 
further development of education indicators. Information on student achievement, 
classroom coverage of mathematics and science, teacher training, and student 
background are collected in sample surveys of elementary and secondary students. 
The studies conducted in the program are used in writing reports about 
undergraduate and graduate mathematics and science education and assist in 
program planning at NSF. 
Research in Teaching and Learning 
This program supports basic and applied research designed to expand the 
knowledge base that will advance the national effort to reform science, 
mathematics, engineering, and technology education at all levels, pre-K through 
college. The program encourages proposals on a wide assortment of questions that 
use a variety of research methods and strategies. Among the research areas of 
concern to the program are the development of children's scientific and 
mathematical thinking; how students develop complex concepts, especially using 
new technologies; how technology changes the way students think, learn, and 
interact in formal and informal educational settings; cognitive, affective, and 
social factors that affect the science and mathematics achievement of 
underrepresented groups; the development of teachers' understanding of 
children's scientific and mathematical thought processes; teachers' beliefs and 
attitudes about science, mathematics, and technology and their associated 
pedagogies; the development and validation of instructional strategies that 
promote scientific and mathematical thinking; and research on teacher change, 
including the adoption and implementation of innovative teaching and learning 
practices and teachers as researchers. 
Applications of Advanced Technologies 
This program is a research and development program concerned with issues at the 
forefront of technology and seeks to support proposals that focus on new 
high-risk and high-gain innovative applications of technologies that advance the 
learning and teaching of science, mathematics, and engineering at all levels of 
education. The program has three major goals: 
  to lay research and conceptual foundations that will advance knowledge about 
  the use of technology to support teaching, learning, cognition, and 
  problem-solving in science and mathematics education for all students. This 
  goal includes exploring new scientific and pedagogical paradigms and methods, 
  improving our understanding of learning needs at all ages, prototyping new 
  technology-based science and mathematics programs, and assessing the strengths 
  and weaknesses of innovative education applications of advanced technologies 
  and measuring their effectiveness on performance; 
  to provide a foundation of knowledge that will enable planners and policy and 
  educational decisionmakers to design or encourage new, more effective systems 
  of teaching and learning that serve the needs of all students. This involves 
  establishing the necessary policy and organizational conditions for the 
  integration and use of revolutionary new computer and telecommunications 
  systems and related technologies for teaching and learning science and 
  mathematics in classrooms, homes, and other significant places of learning; 
  and 
  through the use of appropriate technology and technology-based methodologies, 
  to support experimentation with educational and scientific innovations that 
  can significantly improve methods of teaching and learning increasingly 
  complex content. Such experimentation could also significantly alter what is 
  taught because of the power of technology to represent and manipulate concepts 
  and knowledge. 
CISE-EHR Program on Networking Infrastructure for Education (NIE) 
In fiscal year 1994, the Computer and Information Science and Engineering (CISE) 
and Education and Human Resources (EHR) Directorates established the NIE 
Program. NIE represents an expanding effort to encourage innovation and leverage 
the power of computer and networking technology in support of science and 
mathematics education. The program's two major goals are as follows: 
  to build synergy among technology and education researchers, developers, and 
  implementers so they can explore networking costs and benefits and test 
  self-sustaining strategies. The aim is to develop flexible educational 
  networking infrastructures that will be instrumental in the dissemination, 
  integration, and application of technologies in order to accelerate the pace 
  of educational innovation and reform; and 
  to increase capabilities in the field and encourage innovation and 
  experimentation by educational groups who are new NSF performers, and who may 
  be new to the integration of technology with education reform. 
Evaluation 
The Evaluation Program has a five-year plan to evaluate the science, 
mathematics, engineering, and technology education initiatives of NSF. 
Evaluation findings may be used by the Foundation to improve science education 
programs by principal investigators as they direct their own education projects, 
and by policymakers, administrators, and members of the instructional workforce 
who implement and adapt the various products of NSF programs, including 
materials, computer software, teaching strategies, or research findings. 
Evaluations and impact studies are performed under competitively awarded 
contracts by outside organizations. The Evaluation Program also may grant funds 
for the development of appropriate models and methodology for the general 
improvement of the field. 
Eligibility 
Public and private colleges and universities and other organizations and 
associations with an educational mission may submit proposals. 
Deadlines 
Preliminary proposals are required and may be submitted at any time. The target 
dates for submitting formal proposals are as follows: 
  Studies and Indicators Program, December 1; 
  Research in Teaching and Learning Program, February 1 and September 1; and 
  Applications of Advanced Technologies Program, January 15 and September 1. 
Proposals may be submitted at any time for other programs, but semiannual target 
dates of April 1 and October 1 have been established. 
For More Information 
Detailed program descriptions and guidelines for applicants are available from 
the Division of Research, Evaluation, and Communication, National Science 
Foundation, 4201 Wilson Boulevard, Room 855, Arlington, Virginia 22230, (703) 
306-1650.