Designing Effective Educational Initiatives For Grant Proposals
- Conference
- Location
-
Austin, Texas
- Publication Date
-
June 14, 2009
- Start Date
-
June 14, 2009
- End Date
-
June 17, 2009
- ISSN
-
2153-5965
- Conference Session
- Tagged Division
-
New Engineering Educators
- Page Count
-
17
- Page Numbers
-
14.429.1 - 14.429.17
- DOI
-
10.18260/1-2--4830
- Permanent URL
-
https://peer.asee.org/4830
- Download Count
-
336
Paper Authors
Donna Llewellyn Georgia Institute of Technology
Dr. Donna C. Llewellyn is the Director of the Center for the Enhancement of Teaching and Learning (CETL)at Georgia Tech. Donna received her B.A. in Mathematics from Swarthmore College, her M.S. in Operations Research from Stanford University, and her Ph.D. in Operations Research from Cornell University. After working as a faculty member in the School of Industrial and Systems Engineering at Georgia Tech, she changed career paths to lead CETL where she works with faculty, instructors, and graduate students to help them teach effectively so that our students can learn.
Marion Usselman Georgia Institute of Technology
Dr. Marion C. Usselman is a Senior Research Scientist at the Center for Education Integrating Science, Mathematics and Computing (CEISMC) at the Georgia Institute of Technology. Marion received her B.A. in biophysics from the University of California, San Diego, and her Ph.D. in biophysics from Johns Hopkins University. She focuses on K-12 educational reform, university-K-12 partnerships, and equity issues in education, and is a co-Principal Investigator on Georgia Tech’s GK-12 program, Robert Noyce Scholarship Program, and new Innovation through Institutional Integration (I3) program.
Richard Millman Georgia Institute of Technology
Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract
Designing Effective Educational Initiatives for Grant Proposals
Abstract
The National Science Foundation requires that grantees make an effort to extend the reach of academic research to communities beyond the laboratory and address the work’s possible “Broader Impacts” to society. NSF CAREER awards and many of the NSF Research Center grant solicitations are even more explicit, requiring that grantees craft educational initiatives that are based in best practices, bring the academic research to the broader community, and positively impact the pipeline of students pursuing science, technology, engineering and mathematics (STEM) education and careers. For new faculty, and even veteran faculty, these requirements for creative educational initiatives that significantly affect a community outside the confines of the laboratory can be very daunting. This paper addresses how to design an effective educational plan that incorporates undergraduate and graduate education or K-12 educational outreach and that will have a real impact on the target audience. It also gives advice, from the point of view of a former college president and NSF officer, about issues of the reward system in general, promotion and tenure at different types of higher education institutions in particular, and how these differing standards should be taken into account as one decides how much and what type of educational initiative should prudently be undertaken.
Introduction
In 1990 Earnest Boyer published a seminal work1 that enlarged the perspective of “research” by calling it “scholarship”, and describing it in terms of four overlapping descriptors: the scholarship of discovery (research), the scholarship of teaching, the scholarship of integration (putting ideas together through the use of multiple lenses, viewing specialties in larger contexts, or connecting across ideas and disciplines), and the scholarship of application. The Scholarship of Teaching was later changed to be the Scholarship of Teaching and Learning (SOTL), and the last category was later broadened by Boyer to include the scholarship of engagement and service (originally outreach) 2. By the mid 1990’s, the National Science Foundation had implemented a “broader impacts” criterion to research grant proposals, requiring that scientists and engineers applying for research funds think carefully about, and describe, the ways in which their work might impact society, and that they design education and outreach plans to enhance this impact. Essentially, NSF promoted the ideas of scholarships of teaching and learning, engagement and service by tying research (discovery) grant support directly to these criteria.
Though the broader impacts criterion is still controversial in some arenas3, the Carnegie Foundation for the Advancement of Teaching, which categorizes higher education institutions, now has an elective category designating “Institutions of Engagement and Service”, and has selected 195 colleges and universities for its Community Engagement Classification4, including such research intensive universities as Duke, Purdue, and the University of Michigan. Educational and outreach initiatives developed through NSF grants also promote the type of engagement by science and engineering professionals called for by the National Academies of Engineering and Science5 to improve our educational pipeline of students into science,
Llewellyn, D., & Usselman, M., & Millman, R. (2009, June), Designing Effective Educational Initiatives For Grant Proposals Paper presented at 2009 Annual Conference & Exposition, Austin, Texas. 10.18260/1-2--4830
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2009 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015