Louis Stokes Alliances for Minority Participation (LSAMP)

Louis Stokes Alliances for Minority Participation (LSAMP) is sponsored by National Science Foundation (NSF). The LSAMP program is an alliance-based program designed to diversify the nation's STEM workforce by increasing the number of STEM baccalaureate and graduate degrees awarded to populations historically underrepresented in these disciplines: African Americans, Hispanic Americans, …

NSF 24-563: Louis Stokes Alliances for Minority Participation (LSAMP) | NSF - U.S. National Science Foundation Archived funding opportunity This solicitation is archived. Important information for proposers and award recipients All proposals must be submitted in accordance with the requirements specified in the funding opportunity and in the Proposal & Award Policies & Procedures Guide (PAPPG) and its supplements .

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Program Solicitation NSF 24-563 National Science Foundation Directorate for STEM Education Full Proposal Deadline(s) (due by 5 p. m.

submitting organization's local time): BD-Master's and NETWORKS Proposals ONLY Third Friday in November, Annually Thereafter BD-Master's and BD-Doctoral Proposals and All Alliance Proposals: ADG, B2B, SPIO and SPRA Important Information And Revision Notes The following project types are described fully in this solicitation under Section II and include: Alliance Development Grants (ADG) - New Bridge-to-the-Baccalaureate Alliances (B2B) STEM Pathways Implementation-Only Alliances (SPIO) STEM Pathways Research Alliances (SPRA) Bridges to STEM Graduate Degrees in National Priorities: (BD Master's) - New Bridges to STEM Graduate Degrees in National Priorities: (BD-Doctoral) STEM Networking Incentives and Engagement (NETWORKS) - New Reference is made to LSAMP populations and individuals from groups underrepresented in STEM.

These references refer to Blacks and African-Americans, Hispanic and Latino Americans, American Indians, Alaska Natives, Native Hawaiians, and Pacific Islanders. Bridge-to-the-Baccalaureate Alliances (B2B) support increases from a maximum of $1. 5M over 3 years, to a maximum of $2.

0M over 5 years. Project description page limit designations for the research and institutionalization components are specified for STEM Pathways Research Alliances (SPRA) alliance proposals.

Bridge to the Baccalaureate, STEM Pathways Implementation-Only and STEM Pathways Research Alliance proposals may include support for partnerships with small businesses, particular Small Business Innovative Research (SBIR) projects to foster non-academic research experiences for matriculating LSAMP students and research mentors.

Alliance Development Grants (ADG) support the conceptualization and development for new B2B and new SPIO alliances. Bridge to STEM Graduate Degrees in National Priorities (BD-Master's) projects support cohorts of six students from Master's comprehensive institutions in STEM national priority areas.

STEM Networking Incentives and Engagement (NETWORKS) projects incentivize the creation and participation of LSAMP populations in STEM networks. Any proposal submitted in response to this solicitation should be submitted in accordance with the NSF Proposal & Award Policies & Procedures Guide (PAPPG) that is in effect for the relevant due date to which the proposal is being submitted.

The NSF PAPPG is regularly revised and it is the responsibility of the proposer to ensure that the proposal meets the requirements specified in this solicitation and the applicable version of the PAPPG. Submitting a proposal prior to a specified deadline does not negate this requirement.

Summary Of Program Requirements Louis Stokes Alliances for Minority Participation (LSAMP) The Louis Stokes Alliances for Minority Participation (LSAMP) program invests in the Nation's colleges and universities to aid student success to create a new generation of STEM discoverers for the national STEM enterprise. The program takes a comprehensive approach to the STEM Learning Ecosystem to impact STEM student development and retention.

LSAMP is an alliance-based program, whereby a group of institutions of higher education (IHEs) work together to diversify the nation's science, technology, engineering, and mathematics (STEM) workforce by increasing the number of STEM baccalaureate and graduate degrees awarded to persons from LSAMP populations.

LSAMP populations are defined as persons from groups underrepresented in the STEM enterprise: Blacks and African-Americans, Hispanic and Latino Americans, American Indians, Alaska Natives, Native Hawaiians, and Pacific Islanders.

The LSAMP program provides funding to alliances that implement comprehensive, evidence-based, innovative, and sustained strategies that ultimately result in the graduation of well-prepared, highly competitive students from LSAMP populations who pursue graduate studies or careers in STEM, while also supporting knowledge generation, knowledge utilization, assessment of program impacts, dissemination activities and dissemination of scholarly research into the field.

Projects supported by the LSAMP program include: Alliance Development Grants (ADG) support the conceptualization and development of new B2B and new SPIO alliances. (New) Bridge-to-the-Baccalaureate (B2B) alliances facilitate the successful transfer of students from LSAMP populations to four-year institutions in pursuit of STEM baccalaureate degrees.

STEM Pathways Implementation-Only (SPIO) alliances are designed for new and reconstituted alliances. These projects focus on building and strengthening strategies and approaches to assist Institutions of Higher Education (IHEs) increase STEM baccalaureate degrees to LSAMP populations and facilitate entry into STEM graduate degree programs. STEM Pathways Research Alliances (SPRA) are designed for well-established alliances.

These projects serve as models of excellence in STEM broadening participation by (1) steadily increasing STEM baccalaureate degrees to LSAMP populations and facilitating entry into STEM graduate degree programs; (2) producing and disseminating new scholarly research on the broadening participation of LSAMP populations (or underrepresented and under-served populations in STEM disciplines and the nation's STEM workforce) and, (3) holistically assess the state of institutionalization and sustainability of the alliance.

Bridge to STEM Graduate Degrees in National Priorities (BD-Master's) projects support cohorts of six graduate students pursuing a M. S.

degree in STEM national priority areas, providing financial support (stipends and cost of education) and support to help develop and maintain academic and research skills that enable participants to successfully persist in STEM graduate degree programs at Master's comprehensive-degree producing institutions only.

(New) Bridge to STEM Graduate Degrees in National Priorities (BD-Doctoral) projects support cohorts of twelve graduate students pursuing a Ph. D. degree in STEM national priority areas, providing financial support (stipends and cost of education) and support to help develop and maintain academic and research skills that enable participants to successfully persist in STEM doctoral degree programs.

STEM Networking Incentives and Engagement (NETWORKS) projects provide support to incentivize the creation and participation of LSAMP populations in STEM networks. (New) Cognizant Program Officer(s): Please note that the following information is current at the time of publishing. See program website for any updates to the points of contact.

General inquiries may be addressed to:, Applicable Catalog of Federal Domestic Assistance (CFDA) Number(s): Anticipated Type of Award: Standard Grant or Continuing Grant Estimated Number of Awards: 45 to 60 Anticipated Funding Amount: $38,000,000 Estimated program budget, number of awards and average award size/duration are subject to the availability of funds.

Who May Submit Proposals: Proposals may only be submitted by the following: Alliance Development Grants (ADG) Institutions of Higher Education (IHEs) - Two-and-four-year IHEs (including community colleges) accredited in and having a campus located in the US, acting on behalf of their faculty members.

STEM Pathways Implementation-Only (SPIO): Institutions of Higher Education (IHEs) - Two-and-four-year IHEs (including community colleges) accredited in and having a campus located in the US, acting on behalf of their faculty members.

STEM Pathways Research Alliance (SPRA): Institutions of Higher Education (IHEs) - Two-and-four-year IHEs (including community colleges) accredited in and having a campus located in the US, acting on behalf of their faculty members. Bridge to the Baccalaureate (B2B): B2B Alliances are composed entirely of two-year IHEs. The lead institution must award associate-level degrees in a STEM or STEM-related field.

Associate-level degree-granting institutions that award four-year degrees in workforce development areas may be eligible to serve as the lead institution of a B2B alliance. Four-year institutions that award STEM baccalaureate degrees are ineligible to serve as lead institutions for B2B alliances but may be included as partner institutions for articulation purposes as a transfer pathway to four-year STEM degree programs.

Funds are not budgeted for four-year institutions in B2B projects. Proposers should contact the LSAMP program staff for any questions on eligibility for B2B alliance support. Bridges to STEM Graduate Degrees in National Priorities (BD-Master's) Master's Comprehensive IHEs as defined by Carnegie Classification only.

Carnegie Classification website: https://carnegieclassifications. acenet. edu/ .

Bridges to STEM Graduate Degrees in National Priorities (BD-Doctoral) Four-year IHEs accredited in and having a campus located in the US, acting on behalf of their faculty members. STEM Networking Incentives and Engagement (NETWORKS) Institutions of Higher Education (IHEs) - Two-and-four-year IHEs (including community colleges) accredited in and having a campus located in the US, acting on behalf of their faculty members.

Non-profit, non-academic organizations: Independent museums, observatories research laboratory professional societies and similar organizations located in the U. S. that are directly associated with educational or research activities.

For-profit organizations: U.S.-based commercial organizations, including small businesses, with strong capabilities in scientific or engineering research or education and a passion for innovation. NETWORKS projects are limited to four collaborating organizations per proposal.

Alliance Development Grant (ADG) Proposals The PI for ADG proposals must be an upper-level administrator/cabinet-level official from the executive leadership (i.e., Provost, Dean, VP of Academic Affairs, etc.) of the institution. A deviation from this requirement for PI designation requires a full justification. Faculty may be listed as Co-PIs.

Alliances: Bridge to the Baccalaureate (B2B), STEM Pathways Implementation-Only (SPIO) and STEM Pathways Research Alliance (SPRA) The PI for alliances (B2B, SPIO, and SPRA) should be a cabinet-level official from the executive leadership (i.e., Provost, Dean, VP of Academic Affairs, etc.) of the institution and a member of the alliance governing board.

The alliance governing board is a body of upper-level administrators from each partner institution that oversees the alliance. A deviation from this requirement for PI designation requires a full justification. Individuals from partner institutions must be designated as co-PIs on the proposal.

To ensure production of new STEM education research knowledge as a required element of the SPRA project, one or more of the Co-PIs on an SPRA proposal must be a social or data scientist, disciplinary/interdisciplinary education researcher, or evaluator.

Bridges to STEM Graduate Degrees in National Priorities (BD-Master's and BD-Doctoral) Proposals The PI for the BD-Master's and/or BD-Doctoral proposal should be a cabinet-level official from the executive leadership of the institution and a member of the alliance governing board. The alliance governing board is a body of upper-level administrators from each partner institution that oversees the alliance.

Co-PIs may be members of the institution's graduate leadership team or STEM faculty. A deviation from this requirement for PI designation requires a full justification. One Co-PI must be the alliance director if the selected BD-Master's or BD-Doctoral site is different from the lead institution.

See section V for more information on the requirement to established a Governing Board. STEM Networking Incentive and Engagement Proposals (NETWORKS) The PI and Co-PIs for STEM Networking Incentive and Engagement proposals may be faculty members.

Limit on Number of Proposals per Organization: Alliance Development Grant (ADG) and Alliance Proposals (Bridge to the Baccalaureate (B2B, STEM Pathways Implementation-Only (SPIO) and STEM Pathways Research Alliance (SPRA) Only one ADG, B2B, SPIO, or SPRA proposal may be submitted by an eligible (lead) institution (IHE). Alliances (B2B, SPIO, SPRA) may hold only one active alliance award at a time.

Institutions partnering in an alliance may not be a formal partner in more than one alliance at the same time. Formal partners are IHEs participating in an alliance that report enrollment and degree data to NSF. See Section VII on grantee reporting requirements.

Bridges to STEM Graduate Degrees in National Priorities (BD-Master's) Proposals Up to two BD-Master's proposals may be submitted from an alliance. New proposals for additional cohorts from existing awardees may be submitted only after the current awards have expired. The final annual report must be submitted prior to the submission of a new proposal.

Bridges to STEM Graduate Degrees in National Priorities (BD-Doctoral) Proposals Up to two BD-Doctoral proposals may be submitted from an alliance. New proposals for additional cohorts from existing awardees may be submitted once the current awards have expired. The final annual report must be submitted prior to the submission of a new proposal.

An "alliance" may submit proposals to Bridges to STEM Graduate Degrees in National Priorities annual competitions. The following conditions apply: one proposal from each category (one BD-Master's and one BD-Doctoral) two BD-Master's or two BD-Doctoral proposals in a competition.

Only one proposal from an "alliance institution" is eligible for consideration per competition within stipulations provided for BD-Master's and BD-Doctoral above. STEM NETWORK INCENTIVE AND ENGAGEMENT PROPOSALS (NETWORKS) Limit on Number of Proposals per PI or co-PI: Alliance Development Grants (ADG): Only one ADG proposal per PI or co-PI.

Alliances: Bridge to the Baccalaureate (B2B), STEM Pathways Implementation-Only (SPIO) and STEM Pathways Research Alliance (SPRA) - One proposal per PI or co-PI. Bridges to STEM Graduate Degree in National Priorities (BD-Master's): Maximum of two proposals per PI or co-PI. Bridges to STEM Graduate Degree in National Priorities (BD-Doctoral): Maximum of two proposals per PI or co-PI.

STEM Networking Incentive and Engagement Proposals (NETWORKS): No limit. Proposal Preparation and Submission Instructions A. Proposal Preparation Instructions Letters of Intent: Not required Preliminary Proposal Submission: Not required Full Proposals submitted via Research.

gov: NSF Proposal and Award Policies and Procedures Guide (PAPPG) guidelines apply. The complete text of the PAPPG is available electronically on the NSF website at: https://www. nsf.

gov/publications/pub_summ. jsp? ods_key=pappg .

Full Proposals submitted via Grants. gov: NSF Grants. gov Application Guide: A Guide for the Preparation and Submission of NSF Applications via Grants.

gov guidelines apply (Note: The NSF Grants. gov Application Guide is available on the Grants. gov website and on the NSF website at: https://www.

nsf. gov/publications/pub_summ. jsp?

ods_key=grantsgovguide ). Cost Sharing Requirements: Inclusion of voluntary committed cost sharing is prohibited. Indirect Cost (F&A) Limitations: Other Budgetary Limitations: Other budgetary limitations apply.

Please see the full text of this solicitation for further information. Full Proposal Deadline(s) (due by 5 p. m.

submitting organization's local time): BD-Master's and NETWORKS Proposals ONLY Third Friday in November, Annually Thereafter BD-Master's and BD-Doctoral Proposals and All Alliance Proposals: ADG, B2B, SPIO and SPRA Proposal Review Information Criteria National Science Board approved criteria. Additional merit review criteria apply. Please see the full text of this solicitation for further information.

Award Administration Information Additional award conditions apply. Please see the full text of this solicitation for further information. Additional reporting requirements apply.

Please see the full text of this solicitation for further information. The Council on Competitiveness Commission, the National Science Board (NSB), and the Advisory Committee for the National Science Foundation's Directorate for STEM Education (EDU) have all issued policy reports on the state of the nation's needs to continue to strengthen its global competitiveness in an age of a changing economy.

The 2020 Competing in the Next Economy report states that to prepare for the expansion of changing employment and impacts of innovation, automation and convergence of disciplines, America must take several steps to adapt, such as expanding the science, technology, engineering and mathematics (STEM)-educated workforce, establishing a greater opportunity for experiential learning, increasing access to lifelong education, and re-establishing hands-on skill training in K-12 education 1 .

The National Science Board (NSB) report challenges the nation to find the "missing millions" of the population that are needed to diversify the nation's STEM workforce. Partnerships among public, private and non-profit sectors are necessary to accomplish this mission according to the NSB's Vision 2030 report.

2 The LSAMP model consists of high impact practices and approaches focused on the integration of the academic and social environment as well as professionalization for participation in the STEM workforce.

The National Academies 2016 report "Barriers and Opportunities in Completing 2-Year STEM Degrees" recommends utilization of evidence-based recruitment and retention strategies to support the varied student pathways for completing STEM degrees. 3 1 Making Impact 2019-2020 Report: https://www. compete.

org/reports/all/3414 2 National Science Board Vision 2030: https://nsf-gov-resources. nsf. gov/nsb/publications/2020/nsb202015.

pdf? VersionId=TySo_d0KJ7zHCGTsauweSjp9b_Ngel6. 3 https://doi.

org/10. 17226/21739 The LSAMP program invests in the nation's colleges and universities to aid student success, directly or indirectly, at all STEM pathways, thereby creating a new generation of STEM discoverers for the STEM enterprise nationally and internationally.

With a focus on the participation of underrepresented groups, particularly those from named LSAMP populations, in national priority areas, specifically emerging science and technologies, the program's priorities are to: increase individual student engagement, retention, and completion of baccalaureate degrees for LSAMP populations; enable the successful transfer of LSAMP populations from two-year to four-year institutions in STEM degree programs; increase access to evidence-based, high quality and highly impactful practices in STEM recruitment and retention; facilitate seamless transition of underrepresented groups into STEM graduate programs and subsequent graduate degree completion; stimulate new research and learning on broadening participation in STEM disciplines.

These priorities are intended to produce short and long-term outcomes resulting in the successful production of highly competitive and diverse talent for the STEM enterprise while concurrently contributing new knowledge to the field in broadening participation.

Areas of emphasis that respond to national priorities and preparation for emerging sciences, include quantum information science, advanced materials and manufacturing, artificial intelligence, data science and analytics, climate change, cybersecurity, robotics, plant genetics/agricultural technologies, clean energy, and semiconductors/microelectronics.

All proposals for LSAMP support must demonstrate creative and entrepreneurial thinking, innovative strategies, relevant pedagogies, and partnerships to maximize opportunities that prepare undergraduate and graduate students from LSAMP populations for 21st century STEM careers. LSAMP, at its core, is an alliance-based program that provides student and mentor support beginning at the undergraduate level.

K-12 activities should be leveraged through other resources. An alliance is defined as a group of organizations working together for mutual benefit and support of the goals and objectives of the national LSAMP program. B2B, SPIO and SPRA are alliance-type projects.

At a minimum, an alliance must consist of four IHEs. These projects are funded to implement comprehensive evidence-based strategies that ultimately result in the graduation of highly competitive STEM students from LSAMP populations who pursue graduate degrees or careers in STEM fields, particularly in emerging or trending fields of national priority. Other non-academic organizations may also participate in an alliance.

Forming an alliance should be intentional and allow for building relationships among institutions. Alliances should be based on quality, not quantity, of partners and all participating institutions should be able to benefit from this collective arrangement. The number of institutions in an alliance should be commensurate with the scope of the project and the activities proposed should be realistic and beneficial to all alliance members.

LSAMP alliances should directly address recruitment, preparation and retention of LSAMP populations. Alliances are expected to significantly increase the numbers of STEM degrees to students under-represented in STEM fields. These students may include those who transfer from two-year institutions to four-year STEM programs to complete the STEM baccalaureate degree.

Students may also enter directly into undergraduate STEM programs from secondary school to fulfill the STEM baccalaureate degree.

Well-established alliances must also produce and disseminate new scholarly research on broadening participation of LSAMP populations (or underrepresented and under-served populations in STEM disciplines and the nation's STEM workforce) and holistically assess the state of institutionalization and sustainability of the alliance.

Alliances are highly encouraged to collaborate with institutions with active research awards in NSF's research directorates, the Office of Integrative Activities (OIA) which includes the Established Programs to Stimulate Competitive Research (EPSCoR) and the Office of International Science and Engineering (OISE).

Additionally, alliances should leverage active projects in the Directorate for STEM Education (EDU), including projects in the Division of Equity for Excellence in STEM Education (EES). EES is the home for programs such as the Eddie Bernice Johnson INCLUDES initiative, Hispanic-serving Institutions, Tribal Colleges and Universities Program, Historically Black Colleges and Universities-Undergraduate Program and others.

For more information on the EES program, please visit the division's website. C. Rationale and Expectations for Each LSAMP Funding Opportunity 1.

Alliance Development Grants (ADG) The purpose of an ADG project is to support the conceptualization and development of new B2B and new SPIO alliances and to ultimately increase the number of alliances around the country, specifically in regions where LSAMP activities are non-existent.

Institutions that have considered forming an alliance, identified partner institutions, begun compiling STEM enrollment and degree data to assess the feasibility of forming an alliance, and garnered support from administrators and STEM faculty, are highly encouraged to seek ADG funding.

ADG funding may be used to conduct needs assessments, conduct organizational planning meetings, attend STEM broadening participation professional development conferences or meetings. NSF expects that a full B2B or SPIO proposal (described below) will be submitted to the LSAMP program at the end of the planning period.

ADG proposals should not include activities to fund direct student support or to begin STEM recruitment and retention intervention activities. 2. Bridge to the Baccalaureate (B2B) Alliances Community colleges are valuable contributors to the diversity of the STEM workforce.

The B2B alliances are partnerships of community colleges collaborating to implement strategies that facilitate the successful transfer of students from LSAMP populations to four-year institutions in pursuit of STEM baccalaureate degrees.

B2B alliances should focus on innovative, evidence-based recruitment and retention strategies at the community college level, with particular emphasis on strengthening skills for successful transfer to baccalaureate STEM degree programs. For recruitment and outreach purposes, evidence of linkages to the K-12 community must be demonstrated.

A cohort model for stipend support during the matriculation period at the community college may be proposed. Community college strategies, components, and interventions aimed at strengthening the transfer to four-year STEM degree programs are supported through these alliances. Proposers of B2B support must present evidence of strong articulation and transfer agreements with four-year institutions in the project description.

All proposers must commit to a significant increase in student transfer into STEM fields at four-year institutions and justify the level of increase they define as significant. A clear plan of action to meaningfully increase the transfer of students to four-year degree programs in STEM from LSAMP populations that is supported by data and student outcomes tracking is essential for a highly competitive proposal.

All B2B proposals must describe plans for tracking student progress over the course of funding and post-award as well as tracking of established cohorts. Because the LSAMP program is focused on baccalaureate degree attainment, B2B projects must track the number of community college students who successfully transfer into STEM programs at four-year institutions.

Evidence of non-funded formal partnerships with four-year institutions are strongly encouraged. Letters of collaboration with partner IHEs or other entities must be included as supplementary documents. Community college partners must be budgeted as subawardees if not the lead institution for the B2B alliance.

Dual enrolled high school students are ineligible for direct support from the project. Existing B2B alliances should leverage their experience and knowledge in implementing an LSAMP program designed to support community college STEM students and should serve as national models of excellence for preparing a diverse STEM workforce by increasing the transfer rate of LSAMP populations into STEM baccalaureate degree programs. 3.

STEM Pathways Implementation-Only Alliances (SPIO) SPIO alliances are the first implementation projects for new alliances or alliances that have reconstituted its alliance membership and have been funded by the LSAMP program for 10 years or less. See guidance for reconstituted alliances below.

SPIO alliances focus on building and strengthening strategies and collaborative approaches to assist IHEs in diversifying the nation's science, technology, engineering and mathematics (STEM) workforce by increasing the number of STEM baccalaureate and graduate degrees awarded to LSAMP populations.

These projects are expected to (a) address the production of highly competitive STEM students at the undergraduate level leading to increases in STEM baccalaureate degrees from LSAMP populations and entry into graduate school, (b) include plans for building upon established strategies and collaborative approaches that have been effective in the recruitment, retention and graduation of LSAMP populations and relative to the evolving state of STEM workforce development, and (c) indicate past institutional successes, (e.g., efforts at transforming the academic and/or research environment), in producing highly competitive students from LSAMP populations in STEM disciplines.

Activities must include implementation of evidence-based strategies to support successful recruitment, retention and graduation of LSAMP populations in STEM, or adaptation of previously successful approaches for a new institutional context and/or STEM discipline. Although direct support for K-12 activities are not allowable, evidence of linkages to the K-12 community is expected.

Reconstituted alliances : Reconstituted alliances are projects that have added or replaced partner institutions from the original project. A reconstituted alliance with 50% or more change in institutions is considered a new alliance and eligible for SPIO funding only. Reconstituted alliances must demonstrate a change of scope for the newly reconstituted alliance and appoint a different lead institution.

In addition, discussion of the rationale for the new alliance partners must be addressed in the project description. NOTE: Changes in alliance membership must occur at the beginning of a new project. Membership changes during the project duration is discouraged as it impacts enrollment and degree annual data reporting.

Existing SPIO alliances should leverage their experience and knowledge in implementing an LSAMP project that continually serves as national models of excellence in increasing STEM B. S. degree production and preparation of highly competitive students from LSAMP populations for entry into STEM graduate programs or STEM careers nationwide.

4. STEM Pathways Research Alliances(SPRA) SPRA alliances are successful partnership models of excellence in recruitment and retention practices that have resulted in significant increases in STEM degrees to underrepresented populations in STEM.

While continuing to significantly increase STEM degrees to LSAMP populations and preparing students for a 21 st century workforce or in emerging STEM disciplines and technologies, SPRA alliances are required to address: (1) the continuing production of highly competitive STEM students at the undergraduate level leading to increases in STEM baccalaureate degrees from LSAMP populations and entry into graduate school, (2) the national need for production and dissemination of new scholarly research on broadening participation of racial/ethnic minorities in STEM disciplines and the nation's STEM workforce and, (3) holistically assess the state of institutionalization and sustainability progress for the alliance.

SPRA alliance proposals are required to include a robust broadening participation research component in the form of an innovative knowledge-generating research plan that rigorously investigates effective practices or innovations in STEM education grounded in existing theories of student success. The primary purpose of the research component is to produce new knowledge and to disseminate new learning to the nation.

The project description must describe the full methodology of the study(ies), potential types of articles, other products/report types produced from the research and timeline for production and dissemination of BPR activities.

The research may be related to the proposed alliance strategies for recruiting, retaining, and graduating LSAMP populations in STEM, analysis and studies of practical approaches and practices that the alliance or partners have implemented that led to successful outcomes for underrepresented or under-served populations in STEM or any topic of broadening participation in STEM.

Suggested research topics for SPRA projects may include, but is not limited to, research on STEM mentoring in different organization types and contexts, including informal science organizations, organizational studies in the context of STEM success, comparative analyses, disciplinary studies, including institutional transformation, regional approaches, science of broadening participation, persistence in STEM, and others.

Results and recommendations from these activities must be disseminated broadly. A highly qualified team of experts in social science research, STEM education research and/or evaluation, suitable for implementing the annual research plan, must be articulated in the proposal. Creativity in developing and implementing the dissemination plan is expected.

Dissemination plans should include a wide range of activities including, peer-reviewed publications, informal reports, substantial conference presentations at various venues, including at professional organizations and other dissemination activities that would reach the broader STEM community.

At a minimum, peer-reviewed publication(s) in project years 3 and 5 are required and must be reported in the annual progress report and the final annual report. SPRA Page Component Requirements: SPRA proposals must devote 10 pages of the project description to the required research component and three pages to a discussion of institutionalization status.

See additional guidance on the preparation of the institutionalization component below. Assessment of Institutionalization and Sustainability Component : Well-established (SPRA) alliances that have received continuous support from the NSF LSAMP program for 10 or more consecutive years are required to include a three-page (minimum) holistic overview describing progress towards institutionalization since the inception of the alliance.

A list of institutionalized or sustained efforts without analysis or assessment is not acceptable. Gap or other analysis on remaining areas of institutionalization and/or sustainability is required during the project period and may be addressed in the proposed evaluation plan. If undertaking a gap analysis or focused assessment, funding for this activity must be included in the proposed budget.

This section must be included at the end of the project description only. It should NOT be included in the supplementary documentation section of the proposal. Up to 20 pages may be used to develop the SPRA project description.

Up to 50 percent of the cumulative budget may be allocated to the broadening participation research and project evaluation components. The budget justification should include a summary cost allocation for these two components.

Existing SPRA alliances should leverage their experience and knowledge in implementing an LSAMP project that continually serves as national models of excellence in the production and dissemination of broadening participation research to increase the knowledge-base in diversifying the nation's STEM workforce.

The National Science Foundation and the Institute of Education Statistics in the U.S. Department of Education developed Common Guidelines for Education Research and Development. The Guidelines describe six types of research studies that can generate evidence about how to increase student learning.

For each research type, there is a description of the purpose and the expected and/or theoretical justifications, types of project outcomes, and quality of evidence. The Guidelines and Frequently-Asked Questions (FAQs) can be found on the NSF website with the numbers NSF 13-126 and NSF 13-127 . 5.

Bridges to STEM Graduate Degrees in National Priorities: (BD-Master's and BD-Doctoral) Activity BD-Master's and BD-Doctoral projects provide financial support (stipends and cost of education) to a critical mass of six or twelve STEM baccalaureate-degree recipients, respectively, who were active, certified participants in LSAMP programs as undergraduates.

BD participants are funded for the first two years of their graduate studies in STEM. The goal of the BD-Master's and BD-Doctoral Activity is to prepare students from LSAMP populations for completion of