Nuts & Bolts Session National Science Foundation CCLI Grant Writing Linnea Fletcher [email protected]...

Nuts & Bolts Nuts & Bolts SessionSession

National Science National Science Foundation CCLI Foundation CCLI

Grant WritingGrant WritingLinnea Fletcher Linnea Fletcher [email protected]@nsf.govASMCUEASMCUE Program Program

7 – 9 pm (2 hours)7 – 9 pm (2 hours)May 28, 2009May 28, 2009

Who is My Audience?Who is My Audience?

Graduate StudentsGraduate Students

Postdoctoral StudentsPostdoctoral Students

New FacultyNew Faculty

FacultyFaculty

AdministratorsAdministrators

CautionCaution

Most of the information Most of the information presented in this talk presented in this talk represents the opinions of the represents the opinions of the individual program officers individual program officers and is not an official NSF and is not an official NSF position.position.

OutcomesOutcomes Describe how to navigate to DUE and find Describe how to navigate to DUE and find

information on programs, awards, and sign up for information on programs, awards, and sign up for NSF updatesNSF updates

Describe the CCLI program Type 1, Type 2, Type Describe the CCLI program Type 1, Type 2, Type 3 and Centers3 and Centers

Identify the Common Strengths and Weaknesses Identify the Common Strengths and Weaknesses of CCLI Proposals and Provide Strategies for of CCLI Proposals and Provide Strategies for Dealing with ThemDealing with Them

Explain Intellectual Merit, Broader Impacts, and Explain Intellectual Merit, Broader Impacts, and Transformative Work and give examplesTransformative Work and give examples

Explain the Practical Aspects of the Review Explain the Practical Aspects of the Review ProcessProcess

Explain What Should be Included in a Proposal Explain What Should be Included in a Proposal OutlineOutline

FormatFormat

Questions Posed Throughout Questions Posed Throughout Presentation: Answer Individually Presentation: Answer Individually (30- 45 min)(30- 45 min)

Work Together (1 hour)Work Together (1 hour) Think-> Pair-> Share with the GroupThink-> Pair-> Share with the Group

More Questions (15min)More Questions (15min)

Navigating the NSF SiteNavigating the NSF Site

www.nsf.govwww.nsf.gov

““EHR’s Mission is to promote the development of a diverseEHR’s Mission is to promote the development of a diverse

and well-prepared workforce of scientists, engineers, and well-prepared workforce of scientists, engineers,

mathematicians, educators, and technicians mathematicians, educators, and technicians

and a well informed citizenry who have access to the ideas and a well informed citizenry who have access to the ideas

and tools of science and engineering.”and tools of science and engineering.”

Look Up Awards and Ask for Proposals

Course, Curriculum, and Course, Curriculum, and Laboratory ImprovementLaboratory Improvement

(CCLI)(CCLI)

NEWNEW PROGRAM SOLICITATION NSF 09-529PROGRAM SOLICITATION NSF 09-529

CCLICCLIVisionVision

Excellent STEM education for all Excellent STEM education for all undergraduate students. undergraduate students.

GoalGoal

Stimulate, disseminate, and Stimulate, disseminate, and institutionalize institutionalize transformativetransformative or or innovativeinnovative developments in STEM developments in STEM education through the education through the production of production of knowledgeknowledge and the and the improvement of improvement of practicepractice. .

*Most comprehensive program*Most comprehensive programHave you participated in an exemplary CCLI workshop? What was stimulating, transformative, or innovative?

CCLICCLI Supports efforts that Supports efforts that

Bring advances in STEM disciplinary Bring advances in STEM disciplinary knowledge into curriculum using the knowledge into curriculum using the appropriate pedagogy appropriate pedagogy

Create or adapt learning materials and Create or adapt learning materials and teaching strategies teaching strategies (must be significantly (must be significantly different)different)

Develop faculty expertiseDevelop faculty expertise Promote widespread implementation of Promote widespread implementation of

educational innovations (Type 3> Type 2 > educational innovations (Type 3> Type 2 > Type 1)Type 1)

For the majority of high declines, the science is fantastic but the learning and teachingNeed work!

CCLICCLISupports efforts thatSupports efforts that Prepare future K-12 teachersPrepare future K-12 teachers

Are you involved in teacher training or have Are you involved in teacher training or have teachers in your classes? teachers in your classes?

Enhance our understanding of how students Enhance our understanding of how students learn STEM topics learn STEM topics

Enhance our understanding how faculty adopt Enhance our understanding how faculty adopt instructional approaches instructional approaches

What infrastructure needs to be in place? How What infrastructure needs to be in place? How much support do faculty need and for how long? much support do faculty need and for how long? What is the best way to educate faculty?What is the best way to educate faculty?

Increase knowledge of assessment and Increase knowledge of assessment and evaluationevaluation

Further the work of the program itselfFurther the work of the program itself

CCLICCLI Program especially encourages Program especially encourages

projects that:projects that: Have potential to Have potential to transform transform undergraduate STEM educationundergraduate STEM education

Produce Produce widespread widespread adoption of adoption of classroom practices based on how classroom practices based on how students learnstudents learn

Explore Explore cyberlearning (find info at NSF cyberlearning (find info at NSF site)site)

How often do you visit the NSF website?How often do you visit the NSF website?

PROJECT PROJECT COMPONENTSCOMPONENTS

New Materials Materials New Materials Materials and Strategiesand StrategiesIncorporate ideas from Incorporate ideas from research on teaching and research on teaching and learning learning

ANDANDIncorporate scientific Incorporate scientific advances in disciplinesadvances in disciplines

What can you do if you’re not an expert on teaching and learning?

PROJECT COMPONENTSPROJECT COMPONENTS New Instructional StrategiesNew Instructional Strategies

Implement proven or promising Implement proven or promising techniques in ways that techniques in ways that encourage widespread adoptionencourage widespread adoption

What are some techniques that would What are some techniques that would accomplish this goal? Be proactive –a accomplish this goal? Be proactive –a passive website IS NOT ENOUGH!passive website IS NOT ENOUGH!

PROJECT PROJECT COMPONENTSCOMPONENTS Developing Faculty ExpertiseDeveloping Faculty Expertise

Increase instructor’s knowledge Increase instructor’s knowledge and skills on curricula and and skills on curricula and teaching practices teaching practices How are you going to ensure this How are you going to ensure this goal is accomplished?goal is accomplished?

Involve diverse group of faculty Involve diverse group of faculty IF YOU DO THIS MAKE SURE IT IS IF YOU DO THIS MAKE SURE IT IS COMPREHENSIVE!COMPREHENSIVE!


Assessing and Evaluating Assessing and Evaluating Student AchievementStudent AchievementDevelop and disseminate Develop and disseminate valid and reliable tests of valid and reliable tests of STEM knowledge and skillsSTEM knowledge and skillsLinked to the latest Linked to the latest educational researcheducational research

Sources of information?Sources of information?

PROJECT PROJECT COMPONENTSCOMPONENTS Conducting Research on Conducting Research on

Undergraduate STEM Education Undergraduate STEM Education

Explore how undergraduate STEM Explore how undergraduate STEM students learnstudents learn

Explore how practices have diffused Explore how practices have diffused and how faculty and programs and how faculty and programs implement changes implement changes

Again, what are the sources for this Again, what are the sources for this type of information and/or expertise?type of information and/or expertise?

DUE and DRLDUE and DRL


NOTE: NOTE:

Instrumentation and equipment Instrumentation and equipment requests are appropriate -- based requests are appropriate -- based on learning impact!on learning impact!

There are examples for using There are examples for using expensive, large pieces of expensive, large pieces of equipment in undergraduate equipment in undergraduate settingssettings

Type 1 ProjectsType 1 Projects

70 to 75 awards expected70 to 75 awards expected Total budget up to $200,000 for Total budget up to $200,000 for

2 to 3 years2 to 3 years 250,000 when 4-year and 2-year 250,000 when 4-year and 2-year

schools schools collaborate collaborate What do you think reviewers want What do you think reviewers want

to see?to see? Deadline Deadline

May 21, 2009 (A-M states) May 21, 2009 (A-M states) May 22, 2009 (N-Z states)May 22, 2009 (N-Z states)


Typically involve a single Typically involve a single institution & one program institution & one program componentcomponent

Contribute to the understanding Contribute to the understanding of undergraduate STEM of undergraduate STEM educationeducation


20 to 25 awards expected 20 to 25 awards expected Total budget up to $600,000 for Total budget up to $600,000 for

2 to 4 years.2 to 4 years. Deadline January 13, 2010Deadline January 13, 2010


Typically involve multiple Typically involve multiple institutions & several program institutions & several program components – but exceptionscomponents – but exceptions

Typically based on prior work Typically based on prior work with results explicitly described with results explicitly described – – but exceptionsbut exceptions

Produce evidence on the Produce evidence on the effectiveness effectiveness

Institutionalize at the Institutionalize at the participating schoolsparticipating schools

Type 3 ProjectsType 3 Projects Large scale efforts Large scale efforts Typically based on prior work with Typically based on prior work with

results explicitly described – but results explicitly described – but exceptionsexceptions

Produce evidence of student Produce evidence of student learning in a broad population learning in a broad population

Describe impact of the work on the Describe impact of the work on the prevailing modelsprevailing models

Describe strategies for Describe strategies for implementation in new contextsimplementation in new contexts

CCLI Central Resource CCLI Central Resource ProjectsProjects

1 to 3 awards expected1 to 3 awards expected Budget negotiable, depending on Budget negotiable, depending on

the scope and scale of the the scope and scale of the activityactivity Small focused workshop projects -- Small focused workshop projects --

1 to 2 years & up to $100,0001 to 2 years & up to $100,000 Large scale projects -- 3 to 5 years Large scale projects -- 3 to 5 years

& $300,000 to $3,000,000& $300,000 to $3,000,000 Deadline January 13, 2010Deadline January 13, 2010

CCLI Central Resource CCLI Central Resource ProjectsProjects

Implement activities to sustain Implement activities to sustain the STEM communitythe STEM community

Increase the capabilities of and Increase the capabilities of and communications in the STEM communications in the STEM community community

Increase and document the Increase and document the impact of CCLI projectsimpact of CCLI projects

NSF Review CriteriaNSF Review Criteria

Intellectual MeritIntellectual Merit Scientific, educational, management Scientific, educational, management

plan…..plan….. What else?What else?

Broader ImpactBroader Impact Within your school, community, state, Within your school, community, state,

and across the nationand across the nation DiversityDiversity

Transformative –will fund high risk!Transformative –will fund high risk!

Activity 1Activity 1Strengths & Weaknesses Identified by Strengths & Weaknesses Identified by

ReviewersReviewers Pretend you analyzed a stack of panel summaries to Pretend you analyzed a stack of panel summaries to

identify the most commonly cited strengths and identify the most commonly cited strengths and weaknessesweaknesses

Predict the outcome of the analysis by:Predict the outcome of the analysis by: Listing the four most frequently cited strengths found Listing the four most frequently cited strengths found

in proposalsin proposals

Most Common Strengths Most Common Strengths Strengths Cited in More Than 20 % of the Panel Summaries

Important, timely, or responsive

PI's strong

Collaboration details

Potential for involving W&M

Dissemination, contribution to KB

Large impact

Build on prior work or products

Evaluation plan

0 10 20 30 40 50 60

Percent KB=knowledge base)

Answer Now Answer Now Is this strength identified as part of (a) Is this strength identified as part of (a)

intellectual merit (b) broader impacts or intellectual merit (b) broader impacts or (c ) both(c ) both

10. Important, timely, or responsive10. Important, timely, or responsive11. PI’s strong11. PI’s strong12. Collaboration details12. Collaboration details13. Potential for involving women and minorities13. Potential for involving women and minorities14. Dissemination, contribution to the STEM 14. Dissemination, contribution to the STEM

knowledge baseknowledge base15. Large impact15. Large impact16. Build on prior work or products16. Build on prior work or products17. Evaluation plan17. Evaluation plan

Activity 1 continuedActivity 1 continued

Generate a list of suggestions for Generate a list of suggestions for potential PIs to ensure these potential PIs to ensure these strengths are part of their strengths are part of their proposalproposal

Activity 1 continuedActivity 1 continued

Listing the four most frequently cited Listing the four most frequently cited weaknesses found in proposalsweaknesses found in proposals

Most Common WeaknessesMost Common WeaknessesWeaknesses Cited in More Than 20 % of the Panel Summaries

Collaboration details

Large impact

Innovative or novel

Build on prior work or products

Potential for involving W&M

Dissemination & contribution to KB

Activities doable & related to outcomes

Evaluation plan

Sufficient detail and clear plans

0 10 20 30 40 50 60

Percent

Answer Now Answer Now

Is this weakness identified as part of Is this weakness identified as part of (a) intellectual merit (b) (a) intellectual merit (b) broader impacts or (c ) bothbroader impacts or (c ) both

18. Sufficient detail and clear plans18. Sufficient detail and clear plans

19. Activities doable and related to 19. Activities doable and related to outcomesoutcomes

20. Innovative or novel20. Innovative or novel

Activity 1 continued Activity 1 continued

Generate a list of suggestions for Generate a list of suggestions for potential PIs to ensure that these potential PIs to ensure that these weaknesses are not part of their weaknesses are not part of their proposalproposal

Practical Aspects Practical Aspects of the Merit of the Merit

Review ProcessReview Process

42

Phase IPhase I

• At the DUE Web SiteAt the DUE Web Site• http://www.nsf.gov/div/index.jsp?div=DUEhttp://www.nsf.gov/div/index.jsp?div=DUE• Create a personalized alert serviceCreate a personalized alert service• Consult the program solicitation and NSF Proposal & Consult the program solicitation and NSF Proposal &

Award Policies & Procedures Guide (PAPPG) (NSF 09-1)Award Policies & Procedures Guide (PAPPG) (NSF 09-1) Alert the Sponsored Research OfficeAlert the Sponsored Research Office

Test drive FastLaneTest drive FastLane Get copies of previously funded proposalsGet copies of previously funded proposals

Directly from the PIDirectly from the PI From Leslie Jensen (From Leslie Jensen ([email protected]@nsf.gov))

If you are NOT going to turn in a proposal, contact a If you are NOT going to turn in a proposal, contact a program officer (PO) and offer to review proposals program officer (PO) and offer to review proposals

Phase I: Write the Phase I: Write the ProposalProposal

Cover Sheet Cover Sheet Data Sheet: Project codesData Sheet: Project codes Project Summary: Description, Intellectual Merit, Project Summary: Description, Intellectual Merit,

Broader ImpactsBroader Impacts Table of Contents: 15 pages Table of Contents: 15 pages Project Description: No. the pages, refer to Project Description: No. the pages, refer to

supplemental doc.supplemental doc. ReferencesReferences Biographical SketchesBiographical Sketches BudgetBudget Current and Pending SupportCurrent and Pending Support Facilities, Equipment and Other ResourcesFacilities, Equipment and Other Resources Special Information/Supplementary Special Information/Supplementary

DocumentationDocumentation

Start with an OutlineStart with an Outline Follow NSF requirements for proposals Follow NSF requirements for proposals

involving Human Subjects (IRB)involving Human Subjects (IRB) Project Summary: Separate Intellectual Merit Project Summary: Separate Intellectual Merit

and Broader Impactsand Broader Impacts Discuss prior resultsDiscuss prior results Provide detailsProvide details Include evaluation plan with timelines and Include evaluation plan with timelines and

benchmarksbenchmarks Cite the literatureCite the literature Follow page and font size limitsFollow page and font size limits Check Grammar and SpellingCheck Grammar and Spelling

Have someone else read the proposal who Have someone else read the proposal who understands the Merit Review Processunderstands the Merit Review Process

Meet deadlinesMeet deadlines

Phase I: Write the ProposalPhase I: Write the Proposal

Phase 1: Writing the ProposalPhase 1: Writing the Proposal Put yourself in the reviewers’ placePut yourself in the reviewers’ place

How much time do reviewersHave to be impressed by yourProposal?

Phase IIPhase II Reviewers picked by NSF PDs based on qualifications and Reviewers picked by NSF PDs based on qualifications and

interest interest

Reviewers are expected to read ahead of the panel meeting, and Reviewers are expected to read ahead of the panel meeting, and enter their reviews on FastLane before the panel meets. There are enter their reviews on FastLane before the panel meets. There are usually 10 to 13 proposals per panel. They specifically look at the usually 10 to 13 proposals per panel. They specifically look at the Intellectual MeritIntellectual Merit and and Broader ImpactsBroader Impacts of the proposal. They also of the proposal. They also consider if it is consider if it is Transformative!Transformative!

They also rate the proposal (E, V, G, F, P) They also rate the proposal (E, V, G, F, P) Panel meets and discusses the proposals; reviewers can change Panel meets and discusses the proposals; reviewers can change

their ratings. Panels meet for 1 and ½ days their ratings. Panels meet for 1 and ½ days (SHORT TIME (SHORT TIME FRAME)FRAME)

Reviewers are expected to write complete sentences or at least Reviewers are expected to write complete sentences or at least complete thoughts and use proper grammar.complete thoughts and use proper grammar.

Proposals that end up getting funded usually have E’s and V’s, Proposals that end up getting funded usually have E’s and V’s, proposals with average less than 3.5 are proposals with average less than 3.5 are usuallyusually considered non- considered non-competitive. competitive.

E = 5, V = 4, G = 3E = 5, V = 4, G = 3, F = 2, P = 1, F = 2, P = 1 PDs meet to decide on which proposals are recommended or PDs meet to decide on which proposals are recommended or

declineddeclinedThe Best WAY TO LEARN ABOUT A PROGRAM IS TO VOLUNTEER The Best WAY TO LEARN ABOUT A PROGRAM IS TO VOLUNTEER

TO BE A REVIEWER!TO BE A REVIEWER!

Phase IIIPhase III

An officer in the Division of Grants and An officer in the Division of Grants and Agreements reviews the recommendation Agreements reviews the recommendation from the Business Program. The decision from the Business Program. The decision is usually made within 30 daysis usually made within 30 days

Only an officer in DGA can make the Only an officer in DGA can make the awardaward

Bottom line: Proposals need to follow Bottom line: Proposals need to follow guidelines established both by the guidelines established both by the Division and DGADivision and DGA

Answer NowAnswer Now

7. The program solicitation should a) 7. The program solicitation should a) never be read b) be read by the PI never be read b) be read by the PI c) be read by all of the PIs and the c) be read by all of the PIs and the SRO officerSRO officer

Answer NowAnswer Now

9. An NSF proposal is awarded by the 9. An NSF proposal is awarded by the a) PD b) Director of the Division a) PD b) Director of the Division (DD) c) an officer in DGA(DD) c) an officer in DGA

ApplicationApplicationWork TogetherWork Together

Prof X is a new assistant Prof X is a new assistant professor and has been assigned professor and has been assigned to teach the Introduction to to teach the Introduction to Microbiology course. She finds Microbiology course. She finds the course to be antiquated by the course to be antiquated by her standards, and students her standards, and students appear to be not interested in appear to be not interested in learning the material in the learning the material in the lecture or in the laboratory. She lecture or in the laboratory. She has no training in educational has no training in educational methods. methods.

Scenario: Improving an Scenario: Improving an Introduction to Biology Introduction to Biology

Laboratory CourseLaboratory Course She has an idea for greatly improving She has an idea for greatly improving

the course by adding the course by adding “new stuff”..“new stuff”.. ““New stuff” New stuff”

MaterialMaterial (e. g., modules, web-based instruction) (e. g., modules, web-based instruction) ActivitiesActivities (e. g., laboratories, projects) (e. g., laboratories, projects) PedagogyPedagogy (e. g., problem based learning) (e. g., problem based learning)

She has done a preliminary evaluationShe has done a preliminary evaluation She decides to prepare a CCLI She decides to prepare a CCLI

proposalproposal Now what should she do?Now what should she do?

Scenario: Professor X’s Scenario: Professor X’s Initial Initial Prepare a Prepare a Proposal Proposal

OutlineOutlineEXAMPLEEXAMPLE Goals:Goals: Develop “ Develop “new stuff” new stuff” to enhance to enhance

student learning at College of Ystudent learning at College of Y Rationale:Rationale: Observed shortcomings in Observed shortcomings in

educational experience of the students at educational experience of the students at College of Y and felt that College of Y and felt that new stuff new stuff would would improve the situationimprove the situation

Project Description:Project Description: Details of “ Details of “new stuffnew stuff““ Evaluation:Evaluation: Use College of Y’s course Use College of Y’s course

evaluation forms to show difference or valueevaluation forms to show difference or value Dissemination:Dissemination: Describe “ Describe “new stuffnew stuff“ using “ using

conference papers, workshops, journal conference papers, workshops, journal articles, and web site articles, and web site

Think Like a ReviewerThink Like a ReviewerWhat are you trying to accomplish? What are What are you trying to accomplish? What are

the goals?the goals?How will you accomplish your goals? What are How will you accomplish your goals? What are

the objectives?the objectives?What will be the outcomes?What will be the outcomes?

Did the PI review the literature?Did the PI review the literature?Why does the PI believe this is a good idea? Why does the PI believe this is a good idea? Why is the problem important? IS IT TIMELY? Why is the problem important? IS IT TIMELY? Why is your approach promising? Why is your approach promising?

How will you manage the project to ensure How will you manage the project to ensure success? success?

How will you know if you succeed?How will you know if you succeed?

How will others find out about your work? How will others find out about your work? How will you interest them? How will you interest them? How will you excite them?How will you excite them?

}} Goals etc.Goals etc.

}}RationaleRationale

}}EvaluationEvaluation

}}DisseminatiDisseminationon

GoalsGoals Objectives Objectives OutcomesOutcomesGoal: Broad, overarching statement

of intention or ambition Sample Goal for Prof. X Design microbiology laboratory

curriculum that is vertically integrated with the lecture curriculum so that theoretical concepts are illustrated through engaging, application-driven exercises.

Defining ObjectivesDefining Objectives A goal typically leads to several A goal typically leads to several

objectivesobjectives

Specific statement of intentionSpecific statement of intention

More focused and specific than a More focused and specific than a goalgoal MeasurableMeasurable

List possible objectives for the List possible objectives for the stated goalstated goal

OutcomesOutcomes

From your list of objectives, develop From your list of objectives, develop a list of measurable outcomesa list of measurable outcomes

Project RationaleProject Rationale Rationale is the narrative that provides the Rationale is the narrative that provides the

context for the projectcontext for the project It’s the section that connects the “It’s the section that connects the “Statement of Goals and Statement of Goals and

OutcomesOutcomes” to the “” to the “Project PlanProject Plan”” What’s the purpose of the rationale?What’s the purpose of the rationale?

What should it What should it containcontain?? What are the potential What are the potential problems & limitationsproblems & limitations??

What can be done about them?What can be done about them? Has the applicant done Has the applicant done prior workprior work??

Has funded work lead to interesting Has funded work lead to interesting resultsresults?? Are there any Are there any preliminary datapreliminary data and what do they and what do they

show?show? What should it What should it accomplishaccomplish?? What should Professor X include in her rationale?What should Professor X include in her rationale?

Description of ActivitiesDescription of Activities

Easy to visualEasy to visual ConciseConcise DetailedDetailed

““Less” is Usually Better in Terms of Less” is Usually Better in Terms of the Number of Goals, Objectives, the Number of Goals, Objectives, Activities, and Outcomes!Activities, and Outcomes!

Goals, Objectives Miracles Occur! Outcomes Achieved

Evaluation and AssessmentEvaluation and Assessment Evaluation & assessment have many meaningsEvaluation & assessment have many meanings

Individual’s performanceIndividual’s performance (grading) (grading)Build assessment tools around Build assessment tools around defined objectives and expected defined objectives and expected outcomes outcomes

Program’s effectivenessProgram’s effectiveness (accreditation) (accreditation) Project’s progress or success Project’s progress or success (monitoring (monitoring

and validating)and validating) Project evaluation Project evaluation

Formative Formative – monitoring progress– monitoring progress Summative Summative – characterizing final accomplishments– characterizing final accomplishments

Examples of Tools for Evaluating Examples of Tools for Evaluating Learning Outcomes Learning Outcomes

Surveys Surveys Forced choice or open-ended responsesForced choice or open-ended responses

InterviewsInterviews Structured (fixed questions) or in-depth (free Structured (fixed questions) or in-depth (free

flowing)flowing) Focus groupsFocus groups

Like interviews but with group interactionLike interviews but with group interaction ObservationsObservations

Actually monitor and evaluate behaviorActually monitor and evaluate behavior

Olds et al, Olds et al, JEEJEE 94:13, 2005 94:13, 2005NSF’s Evaluation HandbookNSF’s Evaluation Handbook

Provide examples of student Provide examples of student assessment that would be applicable assessment that would be applicable for the listed outcomesfor the listed outcomes

Dissemination PlanDissemination Plan Consider multiple modes and venues of Consider multiple modes and venues of

communication, communication, For example:For example:

NSDL, NISOD, PKAL, NABT, ASMCUENSDL, NISOD, PKAL, NABT, ASMCUE State Academy of Science meetingsState Academy of Science meetings Science news publicationScience news publication Lay pressLay press Professional Society listservs (Also specialty Professional Society listservs (Also specialty

listservs – e, g., the signal processing site at listservs – e, g., the signal processing site at Rice.)Rice.)

Commercial publishers, software houses, Commercial publishers, software houses, equipment manufacturers equipment manufacturers

OTHERS?OTHERS?

Additional Additional Proposal Proposal

Strategy SuggestionsStrategy Suggestions Use Use datadata to document existing to document existing

shortcomings in student learningshortcomings in student learning If the data or information is NOT in the If the data or information is NOT in the

literature, sometimes it is worthwhile to do a literature, sometimes it is worthwhile to do a small pilot studysmall pilot study

Describe Describe management planmanagement plan Provide tasks,Provide tasks, team responsibilities, timelineteam responsibilities, timeline

Provide clear examples of the Provide clear examples of the approachapproach Integrate the Integrate the evaluationevaluation into the project into the project

description description (not just a paragraph inserted at the end)(not just a paragraph inserted at the end) Build assessment tools around defined objectives and Build assessment tools around defined objectives and

expected outcomes expected outcomes Evaluation should be formative and summativeEvaluation should be formative and summative Connect with independent evaluation experts Connect with independent evaluation experts

Identify strategies for Identify strategies for disseminationdissemination Define a plan to contribute to knowledge Define a plan to contribute to knowledge

basebase Address broader impactsAddress broader impacts Collaborate, form partnerships (build Collaborate, form partnerships (build

community)community)

Proposal Strategy Suggestions

Lessons LearnedLessons Learned

What are the two most surprising What are the two most surprising ideas you encountered in the ideas you encountered in the session?session?

Reflective ExerciseReflective Exercise

Identify the Identify the singlesingle most most important important piece of advice you piece of advice you would give to a colleague would give to a colleague writing a CCLI proposalwriting a CCLI proposal

Write it down with your earlier Write it down with your earlier answersanswers

Nuts & Bolts Session National Science Foundation CCLI Grant Writing Linnea Fletcher [email protected]...

Documents

Transcript of Nuts & Bolts Session National Science Foundation CCLI Grant Writing Linnea Fletcher [email protected]...