Engineering Education Engineering Education Research (EER) and Research (EER) and Nanotechnology Nanotechnology Undergraduate Education Undergraduate Education (NUE) in Engineering(NUE) in Engineering

Engineering Education NSF Awardees Engineering Education NSF Awardees ConferenceConference

February 1-2, 2010 Reston, VirginiaFebruary 1-2, 2010 Reston, Virginia

Sally Wood, Program ManagerSally Wood, Program ManagerDirectorate for Engineering, Division of Engineering Directorate for Engineering, Division of Engineering

Education and Centers (ENG/EEC)Education and Centers (ENG/EEC)slwood@nsf.gov703 292 7107703 292 7107

IEECI Program OfficersIEECI Program Officers

Sally Wood, 585N, telephone: Sally Wood, 585N, telephone: (703)292-7107, fax: (703) 292-(703)292-7107, fax: (703) 292-9057, email: 9057, email: slwood@nsf.gov

Susan C.  Kemnitzer, telephone: Susan C.  Kemnitzer, telephone: (703) 292-5347, email: (703) 292-5347, email: skemnitz@nsf.gov

NUE in Engineering NUE in Engineering Program OfficersProgram Officers

Mary PoatsMary Poats– Program Manager, Directorate for Engineering, Program Manager, Directorate for Engineering,

Division of Engineering Education and Centers Division of Engineering Education and Centers (ENG/EEC), 585 N, telephone: (703) 292-5357, fax: (ENG/EEC), 585 N, telephone: (703) 292-5357, fax: (703) 292-9051, email: (703) 292-9051, email: mpoats@nsf.gov

Michael Gorman Michael Gorman

– Program Director, Directorate for Social, Behavioral Program Director, Directorate for Social, Behavioral and Economic Sciences, Division of Social and and Economic Sciences, Division of Social and Economic Sciences (SBE/SES), 995 N, telephone: Economic Sciences (SBE/SES), 995 N, telephone: (703) 292-7318, fax: (703)292-9068, email: (703) 292-7318, fax: (703)292-9068, email: mgorman@nsf.gov

OutlineOutline

IEECI Program 2010IEECI Program 2010 NUE in Engineering Program 2010NUE in Engineering Program 2010 Reporting requirements for Reporting requirements for

awardeesawardees Frequently asked questionsFrequently asked questions DiscussionDiscussion

IEECIIEECI

EEC seeks proposals in EEC seeks proposals in three areas:three areas:

Area 1. Innovations in Teaching and Area 1. Innovations in Teaching and Learning (deadline 20 January 2010)Learning (deadline 20 January 2010)

Area 2. Translation of Engineering Area 2. Translation of Engineering Education Research into our Education Research into our Classrooms (deadline: 31 March 2009)Classrooms (deadline: 31 March 2009)

Area 3. Implementation of Programs Area 3. Implementation of Programs for Students Supported by the GI Bill for Students Supported by the GI Bill (deadline: 31 March 2009)(deadline: 31 March 2009)

Anticipated AwardsAnticipated Awards

$8.5 M for 35 to 40 awards $8.5 M for 35 to 40 awards (pending the availability of funds )(pending the availability of funds )– 10 Area 1 projects with maximum 10 Area 1 projects with maximum

award amount of $400,000award amount of $400,000– 25 to 30 projects in Areas 2 and 3 25 to 30 projects in Areas 2 and 3

with maximum award amounts of with maximum award amounts of $150,000 or $200,000 for multiple $150,000 or $200,000 for multiple institutions.institutions.

Area 1. Innovations in Area 1. Innovations in Teaching and LearningTeaching and Learning

Projects will be supported that Projects will be supported that contribute to significant breakthroughs contribute to significant breakthroughs in understanding how students learn in understanding how students learn engineering so that our undergraduate engineering so that our undergraduate and graduate programs prepare and graduate programs prepare engineers to meet the needs of the engineers to meet the needs of the changing economy and society. changing economy and society.

Innovations in Teaching and Innovations in Teaching and LearningLearning

Engineering Epistemologies: Engineering Epistemologies: – Research on what constitutes engineering thinking and Research on what constitutes engineering thinking and

knowledge within current and future social and economic knowledge within current and future social and economic contexts. contexts.

Engineering Learning Mechanisms:Engineering Learning Mechanisms: – Research on engineering learners' developing knowledge and Research on engineering learners' developing knowledge and

competencies in context, with special interest in evolving areas competencies in context, with special interest in evolving areas such as such as service learning, systems level thinking, design, service learning, systems level thinking, design, sustainability, and the intersection of biology and sustainability, and the intersection of biology and engineeringengineering. .

Engineering Learning Systems:Engineering Learning Systems: – Research on the instructional culture, institutional infrastructure, Research on the instructional culture, institutional infrastructure,

and epistemology of engineering educators. Of special interest is and epistemology of engineering educators. Of special interest is research on research on effective learning systems for personalized effective learning systems for personalized learninglearning, one of the NAE Grand Challenges for Engineering , one of the NAE Grand Challenges for Engineering

Innovations in Teaching and Innovations in Teaching and Learning, continuedLearning, continued

Engineering Diversity and Inclusiveness:Engineering Diversity and Inclusiveness: – Research on how diverse human talents contribute solutions to the Research on how diverse human talents contribute solutions to the

social and global challenges and relevance of the profession. social and global challenges and relevance of the profession. Engineering Entrepreneurship:Engineering Entrepreneurship:

– Research on innovation and the development of entrepreneurial Research on innovation and the development of entrepreneurial behavior. behavior.

Engineering topics from previous IEECI exploratory areas:Engineering topics from previous IEECI exploratory areas: – Educational Opportunities Using Cyberinfrastructure and Virtual or Educational Opportunities Using Cyberinfrastructure and Virtual or

Mixed Reality Mixed Reality – Integrating Sustainability into Engineering Education Integrating Sustainability into Engineering Education – Future Directions for U.S. Doctoral Programs Future Directions for U.S. Doctoral Programs – Strategic Supply-Chain Partnerships for Engineering and Technology Strategic Supply-Chain Partnerships for Engineering and Technology

Programs Programs – Insights into the Business of Engineering EducationInsights into the Business of Engineering Education

Area 2. Translation of Area 2. Translation of Engineering Education Engineering Education Research into our Research into our

ClassroomsClassrooms

Projects will be supported which identify Projects will be supported which identify significant barriers to the adoption of significant barriers to the adoption of demonstrated successful research in demonstrated successful research in engineering education and propose ways to engineering education and propose ways to remove or overcome these barriers so that remove or overcome these barriers so that the research results can be more effectively the research results can be more effectively translated into practice. translated into practice.

"Creating a Culture for Scholarly and Systematic Innovation "Creating a Culture for Scholarly and Systematic Innovation in Engineering Education: Ensuring U.S. engineering has the in Engineering Education: Ensuring U.S. engineering has the right people with the right talent for a global society," Phase right people with the right talent for a global society," Phase 1 Report, Jamieson and Lohman, ASEE, 2009. 1 Report, Jamieson and Lohman, ASEE, 2009.

Translation of Engineering Translation of Engineering Education Research into our Education Research into our ClassroomsClassrooms

Transfer of specific research results to broad application Transfer of specific research results to broad application with demonstrated improvement in learning:with demonstrated improvement in learning: – Projects may take a case study approach to discover the important factors Projects may take a case study approach to discover the important factors

necessary for broad adoption. Impact on different student populations and necessary for broad adoption. Impact on different student populations and learning environments should be considered.learning environments should be considered.

Identification of characteristics of faculty and their Identification of characteristics of faculty and their environments which facilitate successful adaptation of environments which facilitate successful adaptation of new methodologiesnew methodologies

Improvements in assessments and communication:Improvements in assessments and communication: – A significant barrier may be lack of faculty awareness of and confidence in A significant barrier may be lack of faculty awareness of and confidence in

engineering education innovations. engineering education innovations. – Focus on assessments based on confirmed learning theory that can be Focus on assessments based on confirmed learning theory that can be

replicated and demonstrate that learning objectives are more effectively met. replicated and demonstrate that learning objectives are more effectively met. – Projects may also focus on more effective communication among Projects may also focus on more effective communication among

practitioners about successful implementations.practitioners about successful implementations.

Translation of Engineering Translation of Engineering Education Research into our Education Research into our ClassroomsClassrooms Effective use of technology: Effective use of technology:

– Projects may demonstrate improved learning using communication, Projects may demonstrate improved learning using communication, networking, and computation technology with low barriers to widespread networking, and computation technology with low barriers to widespread adoption. adoption.

Business model of engineering education: Business model of engineering education: – Projects may develop new models that show the relationship between Projects may develop new models that show the relationship between

improved student learning, resource allocation, and institutional success. improved student learning, resource allocation, and institutional success. – How will those faculties who adopt and translate contemporary research How will those faculties who adopt and translate contemporary research

into their classroom be more successful?  Is the prospect of improved into their classroom be more successful?  Is the prospect of improved faculty success one bridge over the "valley of death"?faculty success one bridge over the "valley of death"?

Innovation and "commercialization" model:  Innovation and "commercialization" model:  – Projects may explore the basic impediments to crossing the "valley of Projects may explore the basic impediments to crossing the "valley of

death" for engineering education research that will advance death" for engineering education research that will advance understanding of what "commercialization" means for engineering understanding of what "commercialization" means for engineering education research.education research.

Area 3.  Implementation of Area 3.  Implementation of Programs for Students Programs for Students

Supported by the GI BillSupported by the GI Bill Research projects will be supported which Research projects will be supported which

help Schools of Engineering get ready to help Schools of Engineering get ready to serve veterans. serve veterans. 

Proposals should include some or all of the Proposals should include some or all of the

features of an exemplary education and features of an exemplary education and career development program for veterans.  career development program for veterans.  

Features of Exemplary Features of Exemplary Education and Career Education and Career Development Programs for Development Programs for VeteransVeterans Providing year-round, start-to-finish program support for Providing year-round, start-to-finish program support for

veteran students by providing customized curriculum which veteran students by providing customized curriculum which appropriately credits their military training and community appropriately credits their military training and community college coursework. college coursework.

Organizational efforts to supplement the 36 months of Organizational efforts to supplement the 36 months of academic support provided through the new GI bill academic support provided through the new GI bill with internships provided by industry and research activities with internships provided by industry and research activities provided by the university. provided by the university.

Encouraging innovative ways to support networking of veterans Encouraging innovative ways to support networking of veterans and the services they will need. and the services they will need.

Cultivating external relationships established for the veterans Cultivating external relationships established for the veterans that are intended to directly impact their career opportunities. that are intended to directly impact their career opportunities.

Celebrating the special attributes of veterans that recognize Celebrating the special attributes of veterans that recognize their unique attributes as a community of interest. their unique attributes as a community of interest.

Institutionalizing the organizational model that is put in place to Institutionalizing the organizational model that is put in place to oversee and direct the integrated program being offered.oversee and direct the integrated program being offered.

IEECI StatisticsIEECI Statistics

Year Number proposals submitted

Number of Awards

Total $M

% Awards Area 1

% Funding Area 1

2008NSF 08-542

99 34 8.2 38% 72%

2009NSF 08-610

187 49 12.0 41% 63%

2010NSF 10-502

??? Expect 40

Expect 8.5

Expect 25%

Expect 47%

IEECI 2008 Awards by AreaIEECI 2008 Awards by Area

13 “Innovations in Teaching and 13 “Innovations in Teaching and Learning” expansion projectsLearning” expansion projects

12 “Strategic Supply-Chain Partnerships 12 “Strategic Supply-Chain Partnerships for Engineering and Technology Programs” for Engineering and Technology Programs” exploratory projectsexploratory projects

9 “Insights into the Business of 9 “Insights into the Business of Engineering Education” exploratory projectsEngineering Education” exploratory projects

IEECI 2009 Awards by AreaIEECI 2009 Awards by Area

18 “Innovations in Teaching and 18 “Innovations in Teaching and Learning” expansion projectsLearning” expansion projects

10 “Educational Opportunities Using 10 “Educational Opportunities Using Cyberinfrastructure and Virtual or Mixed Cyberinfrastructure and Virtual or Mixed Reality” exploratory projectsReality” exploratory projects

16 “Integrating Sustainability into 16 “Integrating Sustainability into Engineering Education” exploratory projectsEngineering Education” exploratory projects

5 “Future Directions for U.S. Doctoral 5 “Future Directions for U.S. Doctoral Programs ” exploratory projectsPrograms ” exploratory projects

Changes from IEECI 2009 – Changes from IEECI 2009 – NSF 08-610NSF 08-610

Two deadlines:Two deadlines:– Deadline was 20 January for Area 1Deadline was 20 January for Area 1– Deadline is 31 March for Areas 2 and 3Deadline is 31 March for Areas 2 and 3

Area 1 Projects on Innovations in Teaching Area 1 Projects on Innovations in Teaching and Laerning:and Laerning:– Project description is basically the sameProject description is basically the same

Area 2 and 3 Projects:Area 2 and 3 Projects:– New project areasNew project areas

NUENUE – New Announcement Coming – New Announcement Coming SoonSoon

Anticipated Awards 2010Anticipated Awards 2010

Deadline for new competition will be in Deadline for new competition will be in April or early May of 2010April or early May of 2010

$1.9 M (pending the availability of funds $1.9 M (pending the availability of funds ) for 10 awards) for 10 awards– Maximum award amount: $200,000Maximum award amount: $200,000– Maximum duration: 2 yearsMaximum duration: 2 years

ENG, EHR, SBE participating ENG, EHR, SBE participating DirectoratesDirectorates

NUE Program StatisticsNUE Program Statistics

ProposalProposalss

AwardsAwards Success Success RateRate

Total Total NUE NUE $M*$M*

FY 03FY 03 8080 3333 41%41% 3.3 3.3

FY 04FY 04 7070 3434 48%48% 3.33.3

FY 05FY 05 8787 1414 16%16% 2.72.7

FY 06FY 06 114114 1111 9%9% 2.12.1

FY 07FY 07 7575 1212 16%16% 2.32.3

FY 08FY 08 6767 1212 18%18% 2.32.3

FY 09FY 09 9696 1515 16% 16% 3.03.0

TotalsTotals 589589 131131 23% 23% ((averageaverage))

19.019.0*MPS, EHR, SBE, CISE, BIO, EPSCoR, ARRA

Web links for NUE in Web links for NUE in EngineeringEngineering

Complete list of NUE awards:Complete list of NUE awards:www.nano.gov

Web-based Communications Web-based Communications PortalPortalhttp://www.nuecommunity.com

Web-based Communications Web-based Communications PortalPortal

Web-based Communications Web-based Communications PortalPortal

Reporting Reporting Requirements for Requirements for AwardeesAwardees

Awardee ReportingAwardee Reporting

Annual project ReportAnnual project Report Final Project ReportFinal Project Report

Proposals can not be processed if ANY Proposals can not be processed if ANY PI or co-PI has ANY delinquent report.PI or co-PI has ANY delinquent report.

Program Nuggets/Highlights – now requiredProgram Nuggets/Highlights – now required– Can be submitted anytime e.g. after a poster or Can be submitted anytime e.g. after a poster or

paper presentation has been preparedpaper presentation has been prepared

Frequently Asked Frequently Asked QuestionsQuestions

Common WeaknessesCommon Weaknesses

Good idea but not set in context of Good idea but not set in context of results already reported in the results already reported in the literatureliterature

No research questionNo research question Curriculum development proposal with Curriculum development proposal with

no proposed advance in understanding no proposed advance in understanding of how students learnof how students learn

Too vague – methodology, research Too vague – methodology, research plan, evaluation not detailedplan, evaluation not detailed

Limited scope, limited potential for Limited scope, limited potential for broad impactbroad impact

More Frequently Asked More Frequently Asked QuestionsQuestions

Does my proposal have to focus on one Does my proposal have to focus on one area or can it include two or more areas?area or can it include two or more areas?– The IEECI areas do have overlap, but the The IEECI areas do have overlap, but the

proposal should clearly focus on one area. It proposal should clearly focus on one area. It will be reviewed by a panel focusing on a will be reviewed by a panel focusing on a single area. single area.

Can I submit more than one proposal?Can I submit more than one proposal?– Yes. There is no limit on proposals per PI or Yes. There is no limit on proposals per PI or

institution in the announcement. But be institution in the announcement. But be careful about competing with yourself too careful about competing with yourself too heavily.heavily.

DiscussionDiscussion

Your Questions HereYour Questions Here

Q:Q:– A: A: