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

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


1
Engineering Education Research (EER) and
Nanotechnology Undergraduate Education (NUE) in
Engineering
  • Engineering Education NSF Awardees Conference
  • February 1-2, 2010 Reston, Virginia
  • Sally Wood, Program Manager
  • Directorate for Engineering, Division of
    Engineering Education and Centers (ENG/EEC)
  • slwood_at_nsf.gov
  • 703 292 7107

2
IEECI Program Officers
  • Sally Wood, 585N, telephone (703)292-7107, fax
    (703) 292-9057, email slwood_at_nsf.gov
  • Susan C.  Kemnitzer, telephone (703) 292-5347,
    email skemnitz_at_nsf.gov

3
NUE in Engineering Program Officers
  • Mary Poats
  • Program Manager, Directorate for Engineering,
    Division of Engineering Education and Centers
    (ENG/EEC), 585 N, telephone (703) 292-5357, fax
    (703) 292-9051, email mpoats_at_nsf.gov
  • Michael Gorman
  • Program Director, Directorate for Social,
    Behavioral and Economic Sciences, Division of
    Social and Economic Sciences (SBE/SES), 995 N,
    telephone (703) 292-7318, fax (703)292-9068,
    email mgorman_at_nsf.gov

4
Outline
  • IEECI Program 2010
  • NUE in Engineering Program 2010
  • Reporting requirements for awardees
  • Frequently asked questions
  • Discussion

5
IEECI
6
EEC seeks proposals in three areas
  • Area 1. Innovations in Teaching and Learning
    (deadline 20 January 2010)
  • Area 2. Translation of Engineering Education
    Research into our Classrooms (deadline 31 March
    2009)
  • Area 3. Implementation of Programs for Students
    Supported by the GI Bill (deadline 31 March
    2009)

7
Anticipated Awards
  • 8.5 M for 35 to 40 awards (pending the
    availability of funds )
  • 10 Area 1 projects with maximum award amount of
    400,000
  • 25 to 30 projects in Areas 2 and 3 with maximum
    award amounts of 150,000 or 200,000 for
    multiple institutions.

8
Area 1. Innovations in Teaching and Learning
  • Projects will be supported that contribute to
    significant breakthroughs in understanding how
    students learn engineering so that our
    undergraduate and graduate programs prepare
    engineers to meet the needs of the changing
    economy and society.

9
Innovations in Teaching and Learning
  • Engineering Epistemologies
  • Research on what constitutes engineering thinking
    and knowledge within current and future social
    and economic contexts.
  • Engineering Learning Mechanisms
  • Research on engineering learners' developing
    knowledge and competencies in context, with
    special interest in evolving areas such as
    service learning, systems level thinking, design,
    sustainability, and the intersection of biology
    and engineering.
  • Engineering Learning Systems
  • Research on the instructional culture,
    institutional infrastructure, and epistemology of
    engineering educators. Of special interest is
    research on effective learning systems for
    personalized learning, one of the NAE Grand
    Challenges for Engineering

10
Innovations in Teaching and Learning, continued
  • Engineering Diversity and Inclusiveness
  • Research on how diverse human talents contribute
    solutions to the social and global challenges and
    relevance of the profession.
  • Engineering Entrepreneurship
  • Research on innovation and the development of
    entrepreneurial behavior.
  • Engineering topics from previous IEECI
    exploratory areas
  • Educational Opportunities Using
    Cyberinfrastructure and Virtual or Mixed Reality
  • Integrating Sustainability into Engineering
    Education
  • Future Directions for U.S. Doctoral Programs
  • Strategic Supply-Chain Partnerships for
    Engineering and Technology Programs
  • Insights into the Business of Engineering
    Education

11
Area 2. Translation of Engineering Education
Research into our Classrooms
  • Projects will be supported which identify
    significant barriers to the adoption of
    demonstrated successful research in engineering
    education and propose ways to remove or overcome
    these barriers so that the research results can
    be more effectively translated into practice.
  • "Creating a Culture for Scholarly and Systematic
    Innovation in Engineering Education Ensuring
    U.S. engineering has the right people with the
    right talent for a global society," Phase 1
    Report, Jamieson and Lohman, ASEE, 2009.

12
Translation of Engineering Education Research
into our Classrooms
  • Transfer of specific research results to broad
    application with demonstrated improvement in
    learning
  • Projects may take a case study approach to
    discover the important factors necessary for
    broad adoption. Impact on different student
    populations and learning environments should be
    considered.
  • Identification of characteristics of faculty and
    their environments which facilitate successful
    adaptation of new methodologies
  • Improvements in assessments and communication
  • A significant barrier may be lack of faculty
    awareness of and confidence in engineering
    education innovations.
  • Focus on assessments based on confirmed learning
    theory that can be replicated and demonstrate
    that learning objectives are more effectively
    met.
  • Projects may also focus on more effective
    communication among practitioners about
    successful implementations.

13
Translation of Engineering Education Research
into our Classrooms
  • Effective use of technology
  • Projects may demonstrate improved learning using
    communication, networking, and computation
    technology with low barriers to widespread
    adoption.
  • Business model of engineering education
  • Projects may develop new models that show the
    relationship between improved student learning,
    resource allocation, and institutional success.
  • How will those faculties who adopt and translate
    contemporary research into their classroom be
    more successful?  Is the prospect of improved
    faculty success one bridge over the "valley of
    death"?
  • Innovation and "commercialization" model 
  • Projects may explore the basic impediments to
    crossing the "valley of death" for engineering
    education research that will advance
    understanding of what "commercialization" means
    for engineering education research.

14
Area 3.  Implementation of Programs for Students
Supported by the GI Bill
  • Research projects will be supported which help
    Schools of Engineering get ready to serve
    veterans. 
  • Proposals should include some or all of the
    features of an exemplary education and career
    development program for veterans.  

15
Features of Exemplary Education and Career
Development Programs for Veterans
  • Providing year-round, start-to-finish program
    support for veteran students by providing
    customized curriculum which appropriately credits
    their military training and community college
    coursework.
  • Organizational efforts to supplement the 36
    months of academic support provided through the
    new GI bill with internships provided by industry
    and research activities provided by the
    university.
  • Encouraging innovative ways to support networking
    of veterans and the services they will need.
  • Cultivating external relationships established
    for the veterans that are intended to directly
    impact their career opportunities.
  • Celebrating the special attributes of veterans
    that recognize their unique attributes as a
    community of interest.
  • Institutionalizing the organizational model that
    is put in place to oversee and direct the
    integrated program being offered.

16
IEECI Statistics
Year Number proposals submitted Number of Awards Total M Awards Area 1 Funding Area 1
2008 NSF 08-542 99 34 8.2 38 72
2009 NSF 08-610 187 49 12.0 41 63
2010 NSF 10-502 ??? Expect 40 Expect 8.5 Expect 25 Expect 47
17
IEECI 2008 Awards by Area
  • 13 Innovations in Teaching and Learning
    expansion projects
  • 12 Strategic Supply-Chain Partnerships for
    Engineering and Technology Programs exploratory
    projects
  • 9 Insights into the Business of
    Engineering Education exploratory projects

18
IEECI 2009 Awards by Area
  • 18 Innovations in Teaching and Learning
    expansion projects
  • 10 Educational Opportunities Using
    Cyberinfrastructure and Virtual or Mixed Reality
    exploratory projects
  • 16 Integrating Sustainability into
    Engineering Education exploratory projects
  • 5 Future Directions for U.S. Doctoral
    Programs exploratory projects

19
Changes from IEECI 2009 NSF 08-610
  • Two deadlines
  • Deadline was 20 January for Area 1
  • Deadline is 31 March for Areas 2 and 3
  • Area 1 Projects on Innovations in Teaching and
    Laerning
  • Project description is basically the same
  • Area 2 and 3 Projects
  • New project areas

20
NUE New Announcement Coming Soon
21
Anticipated Awards 2010
  • Deadline for new competition will be in April or
    early May of 2010
  • 1.9 M (pending the availability of funds ) for
    10 awards
  • Maximum award amount 200,000
  • Maximum duration 2 years
  • ENG, EHR, SBE participating Directorates

22
NUE Program Statistics
Proposals Awards Success Rate Total NUE M
FY 03 80 33 41 3.3
FY 04 70 34 48 3.3
FY 05 87 14 16 2.7
FY 06 114 11 9 2.1
FY 07 75 12 16 2.3
FY 08 67 12 18 2.3
FY 09 96 15 16 3.0
Totals 589 131 23 (average) 19.0
MPS, EHR, SBE, CISE, BIO, EPSCoR, ARRA
23
Web links for NUE in Engineering
  • Complete list of NUE awards
  • www.nano.gov
  • Web-based Communications Portalhttp//www.nuecomm
    unity.com

24
Web-based Communications Portal
25
Web-based Communications Portal
26
Reporting Requirements for Awardees
27
Awardee Reporting
  • Annual project Report
  • Final Project Report
  • Proposals can not be processed if ANY PI or co-PI
    has ANY delinquent report.
  • Program Nuggets/Highlights now required
  • Can be submitted anytime e.g. after a poster or
    paper presentation has been prepared

28
Frequently Asked Questions
29
(No Transcript)
30
Common Weaknesses
  • Good idea but not set in context of results
    already reported in the literature
  • No research question
  • Curriculum development proposal with no proposed
    advance in understanding of how students learn
  • Too vague methodology, research plan,
    evaluation not detailed
  • Limited scope, limited potential for broad impact

31
More Frequently Asked Questions
  • Does my proposal have to focus on one area or can
    it include two or more areas?
  • The IEECI areas do have overlap, but the proposal
    should clearly focus on one area. It will be
    reviewed by a panel focusing on a single area.
  • Can I submit more than one proposal?
  • Yes. There is no limit on proposals per PI or
    institution in the announcement. But be careful
    about competing with yourself too heavily.

32
Discussion
33
Your Questions Here
  • Q
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