NSF 22-548: EDU Core Research: Building Capacity in STEM Education Research

NSF 22-548: EDU Core Research: Building Capacity in STEM Education Research is sponsored by NSF - Directorate for STEM Education. Supports STEM education research that advances progress toward the strategic goals of the Directorate, with respect to STEM learning and learning environments, broadening participation in STEM, and STEM workforce development.

NSF 22-548: EDU Core Research: Building Capacity in STEM Education Research | 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 .

All NSF grants and cooperative agreements are subject to the applicable set of NSF award terms and conditions . NSF has updated its research security policies for NSF funded projects. NSF 22-548: EDU Core Research: Building Capacity in STEM Education Research (ECR: BCSER) Posted: December 28, 2021 To save a PDF of this solicitation, select Print to PDF in your browser's print options.

National Science Foundation Directorate for STEM Education Division of Graduate Education Division of Equity for Excellence in STEM Research on Learning in Formal and Informal Settings Division of Undergraduate Education Full Proposal Deadline(s) (due by 5 p. m.

submitter's local time): Fourth Friday in February, Annually Thereafter Important Information And Revision Notes Update : The Bill & Melinda Gates Foundation, Schmidt Futures, and the Walton Family Foundation have been added as a collaborating partners in this program.

For additional information, please refer to Dear Colleague Letter: Building Investigators' Capacity to Leverage Emerging Technologies to Improve STEM Education Research ( NSF 22-126 ). Innovating and migrating proposal preparation and submission capabilities from FastLane to Research. gov is part of the ongoing NSF information technology modernization efforts, as described in Important Notice No. 147 .

In support of these efforts, proposals submitted in response to this program solicitation must be prepared and submitted via Research. gov or via Grants. gov, and may not be prepared or submitted via FastLane.

Proposal titles should begin with BCSER. The Project Summary should specify the proposal type as Individual Investigator Development - Experienced; Individual Investigator Development - New; Institutes for Methods and Practices in STEM Education Research; or Conference.

The Individual Investigator Development (IID) track now includes two proposal types: Investigators Experienced in STEM Education Research and Investigators New to STEM Education Research. The IID track is no longer limited to early- and mid- career investigators and accepts proposals from investigators at any stage in their career development. The IID track now accepts proposals for up to three years.

The Institutes for Methods and Practices in STEM Education Research (IMP) track (formerly Institutes in Research Methods) now solicits a broader range of institute topics. 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 EDU Core Research: Building Capacity in STEM Education Research (ECR: BCSER) ECR’s Building Capacity in STEM Education Research (ECR:BCSER) supports projects that build investigators’ capacity to carry out high-quality STEM education research that will enhance the nation’s STEM education enterprise.

In addition, ECR:BCSER seeks to broaden the pool of researchers who can advance knowledge regarding STEM learning and learning environments, broadening participation in STEM fields, and STEM workforce development. Researchers from across institution types , are encouraged to submit proposals.

Specifically, ECR:BCSER supports activities that enable researchers to expand their areas of expertise and acquire the requisite knowledge and skills to conduct rigorous research in STEM education.

Career development may be accomplished through investigator-initiated professional development and research projects or through institutes that enable researchers to integrate methodological strategies with theoretical and practical issues in STEM education. Broadening Participation in STEM: NSF has a mandate to broaden participation in science and engineering, as articulated and reaffirmed in law since 1950.

Congress has charged NSF to “develop intellectual capital, both people and ideas, with particular emphasis on groups and regions that traditionally have not participated fully in science, mathematics, and engineering." 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.

Please direct inquiries to the ECR: BCSER Lead PO, Applicable Catalog of Federal Domestic Assistance (CFDA) Number(s): Anticipated Type of Award: Standard Grant or Continuing Grant Estimated Number of Awards: 29 NSF expects to make 29 standard or continuing grant awards. The ECR: BCSER competition anticipates making the following awards: Individual Investigator Development in STEM Education Research: Up to 19 awards.

The maximum award amount is $350,000 for three years. Institutes for Methods and Practices in STEM Education Research: Up to 5 awards. The maximum award amount for is $1,000,000 for three years.

Conference: Up to 5 awards. The typical award amount for a conference is $25,000 to $100,000. Anticipated Funding Amount: $12,000,000 Anticipated funding amount is approximately $12,000,000 subject to availability of funding.

Who May Submit Proposals: The categories of proposers eligible to submit proposals to the National Science Foundation are identified in the NSF Proposal & Award Policies & Procedures Guide (PAPPG), Chapter I.E. Unaffiliated individuals are not eligible to submit proposals in response to this solicitation. Co-PIs are not allowed on Individual Investigator Development proposals.

Limit on Number of Proposals per Organization: There are no restrictions or limits. Limit on Number of Proposals per PI or co-PI: There are no restrictions or limits. 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: Full Proposal Deadline(s) (due by 5 p. m. submitter's local time): Fourth Friday in February, Annually Thereafter Proposal Review Information Criteria National Science Board approved criteria apply.

Award Administration Information Standard NSF award conditions apply. Standard NSF reporting requirements apply. NSF’s Directorate for STEM Education (EDU) seeks to support STEM education research that advances progress toward the strategic goals of the Directorate, with respect to STEM learning and learning environments, broadening participation in STEM, and STEM workforce development.

Insights from STEM education research inform the development of theories that explain phenomena of importance to the mission of EDU.

Examples include theories to explain factors that promote individuals’ learning in various contexts; factors that influence students’ academic persistence and success in STEM courses of study and careers; and the skills, experiences, and affective characteristics that prepare individuals for the current and emerging STEM professional workforce.

Advances in STEM education research are also essential to foster new and more effective interventions and innovations in STEM education, broadening participation, and workforce development.

STEM education research generates the knowledge, theories, and understandings on which viable strategies for enhancing performance or addressing gaps in STEM learning, broadening participation in STEM, and STEM professional workforce development are based. Through EDU Core Research (ECR) and other programs, EDU supports advances in knowledge in each of these areas.

The EDU Core research (ECR) program supports multiple solicitations under the ECR umbrella, including this ECR:BCSER solicitation and the EDU Core Research (ECR:Core) solicitation, NSF 21-588 .

Recognizing the value of skills, expertise, and experiences that support contributions to the knowledge base, the ECR Building Capacity for STEM Education Research (ECR:BCSER) competition seeks to support projects that build investigators’ competencies to carry out high-quality education research in STEM fields.

The ECR:BCSER program supports both individual investigator development projects and professional development institutes that enable researchers to integrate methodological strategies and practices with theoretical and practical issues in STEM education. Researchers from across institution typesare encouraged to submit proposals. The program also supports well-focused conferences related to ECR:BCSER goals.

Through these initiatives, ECR: BCSER invests in existing STEM education research communities and also helps broaden the research foci and the pool of researchers with the skills, experiences, and expertise required to successfully conceptualize, design, and conduct studies that expand understandings critical to enhancing STEM learning, broadening participation in STEM fields, and developing the STEM ECR: BCSER supports three types of projects designed to build investigators’ capacity to carry out high-quality STEM education research.

The Individual Investigator Development in STEM Education Research track (ECR: BCSER: IID) invites proposals to support individual investigators – both experienced and new to STEM education research – who have identified specific capabilities they need to develop more fully to conduct high-quality STEM education research in a critical area, along with a detailed professional development plan that will enable the investigator to complete a research project.

The Institutes for Methods and Practices in STEM Education Research track (ECR: BCSER: IMP) invites proposals for institutes that would provide training and support in the use of cutting-edge methodological techniques and/or research practices to advance participants’ knowledge, skills and competencies in STEM education research.

Proposals that seek support to conduct well-focused conferences (ECR: BCSER: CONF) relevant to the competition goals also are invited.

Relevant Capacity-Building Foci To successfully conceptualize, design, and execute studies capable of making contributions to knowledge in STEM education and learning, broadening participation, and workforce development, investigators and their teams typically require a wide range of knowledge, skills, expertise, and experiences.

Examples of relevant capacity-building foci span a range of topics including but not limited to: Deep knowledge of subject-matter literature: Domain expertise (mastery of theories and findings) is critical to investigators’ ability to identify important scientific questions and articulate a theoretically derived and framed rationale for the Interdisciplinary perspectives: Theories, methodologies, analytical techniques, and findings that can have a catalytic effect when explored in the context of multiple fields.

Moreover, interdisciplinary endeavors also increase the human capacity of the nation to address problems, broadening the range and interdisciplinarity of scholars working toward their solution (Porter & Rafols, 2009).

Skill operationalizing research questions and articulating theories of change: Investigators should be able to operationalize the conceptual framework that organizes the responses to the research questions before collecting data, e.g., reducing variables into measurable factors.

Expertise in study design, research methods, and data analysis techniques and familiarity with advances in computational, quantitative, qualitative and evaluative research methodologies: Expertise in these areas is essential in arguing the feasibility and appropriateness of the proposed research to generate sufficiently robust evidence on the topic(s) of interest and in executing the study as planned.

Depending upon the nature of the research proposed, experience may be required identifying appropriate measures, devising appropriate sampling strategies, developing and establishing the psychometric properties of research instruments, and aligning analytic methods with the study design.

Expertise that could advance educational innovation: Investigators should be able to incorporate new methods and techniques in their research that will improve education quality. For example, they may consider how artificial intelligence tools or large data sets could be used or mined to enhance traditional teaching and learning methods.

Areas where this research may be applicable could include intelligent tutoring systems, personalized learning, computer-adapted assessments, or in automating of teaching tasks. Skill synthesizing study findings through meta-analysis, meta-synthesis, and other systematic review methodologies.

Experience collecting, managing, documenting, and archiving data (e.g., to facilitate replication and reproducibility studies [1] and secondary analyses). Experience building teams, establishing partnerships, leading collaborations, and mentoring junior collaborators. 1.

Individual Investigator Development in STEM Education Research (ECR: BCSER: IID) ECR: BCSER supports individual investigators – both experienced and new to STEM education research – in engaging with professional development activities that will build their capacity to advance knowledge of STEM education.

The primary goal of ECR: BCSER Individual Investigator Development in STEM Education Research (ECR: BCSER: IID) awards is to facilitate the acquisition of expertise that will position the investigator to successfully conceive and execute STEM education research with the potential to meaningfully advance current knowledge about STEM learning and learning environments, broadening participation in STEM, and STEM workforce development.

ECR: BCSER supports activities that enable researchers to expand their areas of expertise and acquire the requisite knowledge and skills to conduct rigorous research in STEM education. ECR: BCSER encourages IID proposals that will support investigators in shifting their research foci to potentially transformative, under-researched areas.

IID submissions also may request support that would enable the PI to access facilities and other resources necessary to complete the proposed STEM education research project. When submitting a proposal to the IID track, PIs should consult the guidelines in section A or B below according to the PI’s level of previous experience and expertise conducting STEM education research.

Investigators experienced in STEM education research may have earned a graduate degree in a STEM education field; hold a professional position in STEM education research; and/or have published STEM education research in peer-reviewed journals. Investigators new to STEM education research typically do not have such formal training, professional positions, or publications in STEM education research.

ECR: BCSER recognizes that there is a continuum of STEM education research experience and expertise. Thus, if it is not clear whether the PI would be considered experienced in or new to STEM education research, please contact ECRBCSER@nsf. gov for guidance.

Researchers from across institution types, such as faculty at minority-serving and two-year institutions, are encouraged to submit IID proposals. A.

Investigators New to STEM Education Research IID awards to investigators new to STEM education research are intended to support investigators who are new to the field, and provide them with experiences that will build their capacity to make meaningful contributions to the STEM education knowledge base, while supporting them in establishing their careers within a STEM education research community.

IID proposals from investigators new to STEM education research must include the following components. STEM Education Research Issues of Interest. Identify the broad area of the PI’s STEM education research interests, as well as more specific issues to be addressed in a BCSER: IID pilot research project.

To specify the broad area of interest, please indicate (a) one or more of the three EDU core areas (STEM Learning and Learning Environments, Broadening Participation in STEM fields, STEM Workforce Development); (b) the STEM discipline(s); (c) the level(s) of education of research participants (e.g., middle school students, undergraduate students, adult learners); and (d) the relevant educational context(s) (e.g., science museums, 9 th grade mathematics courses, the mechanical engineering workforce).

Then identify the specific issue(s) within this broader area for which the PI proposes to conduct pilot research. The pilot research project should be framed as part of a larger STEM education research agenda that, if pursued, would enable the PI to advance Mentoring Structure. Identify the mentoring structure that will be used to guide the PI in the professional development activities and pilot research project.

Include a rationale for the selection of mentors, collaborators, and/or advisory board members and descriptions of their roles in the research professional development plan. The PI must secure the commitment of one or more STEM education research mentors with expertise in their areas of interest.

We also encourage the PI to arrange to regularly attend (virtually or in person) one or more STEM education research group meetings of the chosen mentor(s). Self-Assessment. In consultation with mentor(s), provide a self-assessment of the PI’s experience and expertise for conducting STEM education research.

Identify the knowledge and capabilities that need to be developed to enable the PI to conduct robust pilot research project in the STEM education area of interest. Professional Development Plan.

In consultation with mentor(s), prepare a professional development plan to build the investigator’s knowledge and capabilities, to allow them to conduct a pilot STEM education research project, and to support the PI’s broader career trajectory. The plan should provide detailed information on the goals and activities that will be undertaken during the project; and the timeline for completing activities.

Suitable activities might include attending conferences, short-courses, workshops, or other training; convening and consulting regularly with an advisory group; and specifying a mentoring plan. Institutes for Methods and Practices in STEM Education Research that have been funded through the ECR: BCSER competition also offer viable professional development options.

The overall project timeline should indicate the rationale for the timing of the PD activities relative to the pilot research activities. PIs are strongly encouraged to identify an advisory board to provide external feedback on the outcomes and impacts of the planned PD activities on the investigator’s capacity to complete the IID research activities, and the PI’s STEM education research skills and experience more generally.

B. Investigators Experienced in STEM Education Research IID awards to support experienced STEM education researchers are intended to enable researchers to expand their areas of expertise and acquire additional requisite knowledge and skills to conduct rigorous fundamental STEM education research.

ECR: Core and ECR: BCSER define fundamental research as curiosity-driven or use-inspired basic research that makes important contributions to general, explanatory knowledge (e.g., theories) that underlies STEM education. Fundamental research generates knowledge and understanding with the potential for broad relevance.

(By contrast, applied research generates knowledge primarily with specific relevance such as to a particular pedagogy, curriculum, or technology.) IID proposals from investigators experienced in STEM education research must include the following components. Fundamental STEM Education Research Project.

Identify a fundamental STEM education research topic and articulate an appropriately scoped project related to that topic that can be completed within the project period of performance. The first step is to identify a theoretically derived and framed core issue that, if addressed, could contribute to fundamental understanding in STEM education.

The IID research activity should be framed as part of a larger fundamental STEM education research agenda that, if pursued, would enable the PI to contribute to theory-building on this topic. The PI must design the BCSER: IID research activity such that it can be completed in its entirety during the Self-Assessment.

Provide a self-assessment of the PI’s experience and expertise and identify specific knowledge and capabilities that will be advanced throughout the project.

It is expected that investigators experienced in STEM education research will be able—independently or with assistance from colleagues or mentors—to identify specific gaps in their study design, research methods, data analysis, synthesis, and/or STEM education subject-matter expertise relevant to the successful pursuit of fundamental STEM education research. Professional Development Plan.

Prepare a professional development plan to build the investigator’s knowledge and capabilities, to allow them to conduct the proposed fundamental STEM education research project, and to support the PI’s broader career trajectory. The plan should provide detailed information on the goals and activities that will be undertaken during the project; and the timeline for completing activities.

Suitable activities might include attending short-courses, workshops, or other training; convening and consulting regularly with an advisory group; identifying and securing a commitment from an individual willing to serve as a mentor to the PI throughout the project period; and specifying a mentoring plan.

Institutes for Methods and Practices in STEM Education Research that have been funded through the ECR: BCSER competition also offer viable professional development options. The overall project timeline should indicate the rationale for the timing of the PD activities relative to the research activities.

PIs are strongly encouraged to identify a mentor and/or an advisory board to provide external feedback on the outcomes and impacts of the planned PD activities on the investigator’s capacity to complete the IID research activities, and the PI’s fundamental STEM education research skills and experience more 2.

Institutes for Methods and Practices in STEM Education Research Institutes for Methods and Practices in STEM Education Research (ECR: BCSER: IMP) awards support field-initiated institutes that provide participants with training and support in the use of cutting-edge methodological techniques and/or practices that advance the participants’ knowledge, skills, and competencies in STEM education research.

Institute participants may include investigators at any stage in their career development. IRP proposals must provide evidence of the need for the training proposed for the prioritized participants. Proposals to design and deliver institutes may present a comprehensive array of activities such as courses, online modules, summer workshop sessions, seminars, symposia, or mentoring opportunities.

When possible, participants in the institutes should engage in practical experience developing and refining research-related methods and/or practices.

Proposals should describe the investigators’ successful prior experience in conducting similar activities, qualifications to lead such training activities, and a plan for evaluating the institute’s effectiveness in developing participants’ competencies in designing and conducting robust STEM education research.

IMP PIs are strongly encouraged to submit proposals that substantively involve faculty and postdoctoral researchers who are affiliated with minority serving and two-year institutions in institute activities.

Due to the complex nature of developing STEM education researchers, mentoring activities may be a beneficial institute strategy for providing long-term support, particularly for participants affiliated with institutions with limited expertise in STEM education research. A non-exhaustive list of potential IMP topics is described below.

Institutes proposing to concentrate on research methodology techniques could include focuses on: 1) computational methods (e.g., learning analytics for textual, speech and video data; neural nets; artificial intelligence; methods for the analysis of large data sets); 2) quantitative methods (e.g., multilevel data designs, structural equation modeling, modern measurement methods, quasi-experimental designs, meta-analysis); 3) qualitative methods (e.g., case studies; discourse analysis, design-based research, meta-synthesis); 4) principles of modern measurement and/or instrument development; or 5) evaluative methods (e.g., formative and/or summative evaluation designs).

Proposals seeking support to conduct well-focused conferences related to the ECR:BCSER goals may also be submitted. Proposals should include a conceptual framework for the conference, draft agenda, possible participant list, the outcomes or products that will result from the conference, and how these products serve the goals of the ECR:BCSER competition.

Proposals focused on transition from discipline-based research to STEM education research and building skills for the future of STEM education research are of particular interest. Investigators are encouraged to contact a cognizant EDU Program Officer prior to submission. Typical award size is $25,000 to $100,000.

Please refer to Chapter II. E. 9 in the NSF Proposal and Award Policies and Procedures Guide for guidance about conference proposals.

The specialized items requested must be included within the 15-page project description. References of Potential Interest National Science Board. (2018).

Our Nation’s Future Competitiveness Relies on Building a STEM-Capable U.S. Workforce: A Policy Companion Statement to Science and Engineering Indicators 2018. Arlington, VA: National Science Foundation. National Science Board.

(2018) Science and Engineering Indicators . Arlington, VA: National National Academies of Sciences, Engineering, and Medicine. 2018.

Indicators for Monitoring Undergraduate STEM Education . Washington, DC: The National Academies Press. https://doi.

org/10. 17226/24943 . National Academies of Sciences, Engineering, and Medicine.

2017. Supporting Students' College Success: The Role of Assessment of Intrapersonal and Interpersonal Competencies . Washington, DC: The National Academies Press.

https://doi. org/10. 17226/24697 .

National Academies of Sciences, Engineering, and Medicine. 2016. Barriers and Opportunities for 2-Year and 4-Year STEM Degrees: Systemic Change to Support Students' Diverse Pathways .

Washington, DC: The National Academies Press. https://doi. org/10.

17226/21739 . Porter, A. L.

, & Rafols, I. (2009). Is Science Becoming More Interdisciplinary?

Measuring and Mapping Six Research Fields over Time. Scientometrics 81(3), 719-745. U.S. Department of Education and the National Science Foundation.

(2013). Common Guidelines for Education Research and Development: A Report from the Institute of Education Sciences, U.S. Department of Education and the National Science Foundation , NSF 13-127 . Arlington, VA: National Science Foundation.

[1] For guidelines on designing studies with reproducibility and replicability in mind and reporting findings to facilitate replication and reproducibility studies, see the joint IES/NSF Companion Guidelines on Replication & Reproducibility in Education Estimated program budget, number of awards and average award size/duration are subject to the NSF expects to make 29 standard or continuing grant awards.

The ECR: BCSER competition anticipates having approximately $12,000,000 for new awards in FY 2022, subject to availability of funds, as Individual Investigator Development in STEM Education Research: Up to 19 awards. The maximum award amount is $350,000 for three years. Institutes for Methods and Practices in STEM Education Research: Up to 5 awards.

The maximum award amount for is $1,000,000 for three years. Conference: Up to 5 awards. The typical award amount for a conference is $25,000 to $100,000.

IV. Eligibility Information Who May Submit Proposals: The categories of proposers eligible to submit proposals to the National Science Foundation are identified in the NSF Proposal & Award Policies & Procedures Guide (PAPPG), Chapter I.E. Unaffiliated individuals are not eligible to submit proposals in response to this solicitation. Co-PIs are not allowed on Individual Investigator Development proposals.

Limit on Number of Proposals per Organization: There are no restrictions or limits. Limit on Number of Proposals per PI or co-PI: There are no restrictions or limits. V.

Proposal Preparation And Submission Instructions A. Proposal Preparation Instructions Full Proposal Preparation Instructions : Proposers may opt to submit proposals in response to this Program Solicitation via Research. gov or Grants.

gov. Full Proposals submitted via Research. gov: Proposals submitted in response to this program solicitation should be prepared and submitted in accordance with the general guidelines contained in the NSF Proposal and Award Policies and Procedures Guide (PAPPG). 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 . Paper copies of the PAPPG may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-8134 or by e-mail from nsfpubs@nsf. gov .

The Prepare New Proposal setup will prompt you for the program solicitation number. Full proposals submitted via Grants. gov: Proposals submitted in response to this program solicitation via Grants.

gov should be prepared and submitted in accordance with the NSF Grants. gov Application Guide: A Guide for the Preparation and Submission of NSF Applications via Grants. gov .

The complete text of 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 ). To obtain copies of the Application Guide and Application Forms Package, click on the Apply tab on the Grants. gov site, then click on the Apply Step 1: Download a Grant Application Package and Application Instructions link and enter the funding opportunity number, (the program solicitation number without the NSF prefix) and press the Download Package button.

Paper copies of the Grants. gov Application Guide also may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-8134 or by e-mail from nsfpubs@nsf. gov .

In determining which method to utilize in the electronic preparation and submission of the proposal, please note the following: Collaborative Proposals. All collaborative proposals submitted as separate submissions from multiple organizations must be submitted via Research. gov. PAPPG Chapter II.

D. 3 provides additional information on See PAPPG Chapter II. C.

2 for guidance on the required sections of a full research proposal submitted to NSF. Please note that the proposal preparation instructions provided in this program solicitation may deviate from the PAPPG instructions. The following instructions supplement guidelines in the PAPPG and NSF Grants.

gov Application Select the ECR: BCSER solicitation number . Add BCSER as a prefix to the proposal title. The box for Human Subjects must be checked ; this box should not be left blank.

The Human Subjects box should be marked as pending if an Institutional Review Board (IRB) is either (1) reviewing the project plan and has not yet determined a ruling of "approved" or "exempt", or (2) the project plan has not yet been submitted to an IRB for review. If human subjects activities are exempt from IRB review, enter appropriate exemption number in the space provided.

To avoid delays in processing award recommendations, it is strongly recommended that PIs begin the process of obtaining appropriate IRB approvals or exemptions as needed for projects involving human subjects. No awards will be made without such approvals or exemptions. Project Summary.

The Project Summary should specify the proposal type as Individual Investigator Development - Experienced; Individual Investigator Development - New; Institutes for Methods and Practices in STEM Education Research; or Conference. 1) Individual Investigator Development in STEM Education Research Projects (ECR: BCSER: In addition to the guidance in the PAPPG, the Project Description section must address the following elements.

PIs should consult the guidelines under section II. 1 A or B above according to the PI’s level of previous experience and expertise conducting STEM education research. Specific STEM education research issues of interest.

For investigators experienced in STEM education research, the PI must identify a fundamental STEM education research topic and articulate an appropriately scoped project that can be completed within the project period. Self-assessment of the PI’s experience and expertise for conducting STEM education research.

Detailed professional development plan to build the investigator’s knowledge and capabilities, to allow them to conduct the proposed STEM education research project, and to support the PI’s broader career trajectory. For investigators new to STEM education research, at least one mentor is required. A letter of collaboration from each research mentor must be submitted as Supplementary Documentation.

Assessment and Evaluation. The third NSF merit review element considered with respect to both intellectual merit and broader impacts asks whether the project plan proposed is well-reasoned and incorporates a mechanism to assess success.

In developing and describing their mechanisms to assess success, proposers should include plans to monitor and assess IID activities; specify criteria that will be used to evaluate the quality and outcomes of the IID activities; and detail any processes that will be employed to collect and analyze (quantitative and/or qualitative) data in support 2) Institutes for Methods and Practices in STEM Education Research (ECR: BCSER: In addition to the guidance in the PAPPG, the project description should articulate the following: The scope and significance of the stated mission and goals of the institute; A detailed description of the curriculum, training plan, schedule of activities that are relevant to the focus of the institute, and expected outcomes; Evidence of the likelihood that the proposed activities will