NSF 10-512: Geoscience Education (GeoEd)

A revised version of the NSF Proposal & Award Policies & Procedures Guide (PAPPG), NSF 11-1, was issued on October 1, 2010 and is effective for proposals submitted, or due, on or after January 18, 2011. Please be advised that the guidelines contained in NSF 11-1 apply to proposals submitted in response to this funding opportunity. Proposers who opt to submit prior to January 18, 2011, must also follow the guidelines contained in NSF 11-1.

Cost Sharing: The PAPPG has been revised to implement the National Science Board's recommendations regarding cost sharing.  Inclusion of voluntary committed cost sharing is prohibited. In order to assess the scope of the project, all organizational resources necessary for the project must be described in the Facilities, Equipment and Other Resources section of the proposal.  The description should be narrative in nature and must not include any quantifiable financial information.  Mandatory cost sharing will only be required when explicitly authorized by the NSF Director.  See the PAPP Guide Part I: Grant Proposal Guide (GPG) Chapter II.C.2.g(xi) for further information about the implementation of these recommendations.

Data Management Plan: The PAPPG contains a clarification of NSF's long standing data policy.  All proposals must describe plans for data management and sharing of the products of research, or assert the absence of the need for such plans.  FastLane will not permit submission of a proposal that is missing a Data Management Plan.  The Data Management Plan will be reviewed as part of the intellectual merit or broader impacts of the proposal, or both, as appropriate. Links to data management requirements and plans relevant to specific Directorates, Offices, Divisions, Programs, or other NSF units are available on the NSF website at: https://www.nsf.gov/bfa/dias/policy/dmp.jsp. See Chapter II.C.2.j of the GPG for further information about the implementation of this requirement.

Postdoctoral Researcher Mentoring Plan: As a reminder, each proposal that requests funding to support postdoctoral researchers must include, as a supplementary document, a description of the mentoring activities that will be provided for such individuals.  Please be advised that if required, FastLane will not permit submission of a proposal that is missing a Postdoctoral Researcher Mentoring Plan. See Chapter II.C.2.j of the GPG for further information about the implementation of this requirement.

Revision Notes:

The Geoscience Education (GeoEd) program solicitation has been revised in order to clarify several aspects of the call for proposals that reflect recent developments and emerging priorities within the STEM and geoscience education communities.  The goals and objectives of the GeoEd solicitation have been refined to emphasize four priority investments areas related to advancing public Earth system science literacy, developing the future geoscience workforce, using technology to facilitate and improve geoscience education, and supporting regional networks that collaborate in efforts to improve geoscience education and broaden participation in the geosciences.

Geoscience Education  (GeoEd)

The Geoscience Education (GeoEd) Program is part of a portfolio of programs within the Directorate for Geosciences (GEO) that seeks to increase public understanding of Earth system science and foster recruitment, training and retention of a diverse and skilled geoscience workforce for the future.  The program achieves these goals by supporting innovative or transformative projects that improve the quality and effectiveness of formal and informal geoscience education at all educational levels, increase the number of students pursuing geoscience education and career paths, broaden participation of traditionally underrepresented groups in the geosciences, and promote public engagement in Earth system science. 

In FY 2010 and FY 2012, the GeoEd program invites proposals in four main areas:

• advancing public Earth system science literacy, particularly through strengthening geoscience education in grades K-14 and informal education settings;
• fostering development and training of the diverse scientific and technical workforce required for 21st century geoscience careers;
• utilizing modern technologies to facilitate and increase access to geoscience education and/or develop innovative approaches for using geoscience research activities and data for educational purposes; and,
• establishing regional networks and alliances that bring together scientists, formal and informal science educators, as well as other stakeholders, in support of improving Earth system science education and broadening participation in the geosciences. 

Proposals focused on basic research that might catalyze discovery and innovation at the frontiers of geoscience learning, education, and evaluation will be considered by the GeoEd Program, but are not viewed as a priority in this solicitation.  However, the GeoEd Program expects all proposed project activities to be grounded in current understanding of how students learn and effective STEM education practices.  Proposals must include an appropriate evaluation or assessment plan that will help to document project effectiveness and/or impact.

The GeoEd Program accepts proposals for pilot or proof-of-concept projects (Track 1) and integrative collaborations (Track 2) , as well as for conferences or workshops related to the mission of the program. 

"The need for public literacy in the geosciences has never been more critical. Daily, Americans learn about threats to the Earth, such as the peril of global climate change and the increasing frequency of natural and manmade hazards. Consequently, it is imperative the public gain a deeper understanding of the underlying scientific processes that influence these events.  Advancing public literacy in Earth system science will not come easily, though. It will require a coordinated government and private investment to reform and strengthen both formal and informal science education, as well as to promote life-long learning."

"The evolutionary path envisioned for the geosciences is compelling, but poses many practical challenges for the current and next-generation geosciences workforce.  New curricular waters must be charted to find the proper balance between educating students about fundamental Earth system processes and learning how to facilitate application of this knowledge to problems faced by society.  New strategies for engaging traditionally underrepresented communities in the geosciences must be deployed to ensure a diverse pool of talent that encompasses varied geographic, economic, and demographic representation."

 -- Excerpts from the 2009 GEO VISION Report of the NSF Advisory Committee for Geosciences

The Geoscience Education (GeoEd) Program supports proof-of-concept and dissemination activities aimed at strengthening geoscience education throughout the United States.  GeoEd is part of a larger portfolio, managed within the NSF Directorate for Geosciences (GEO) Office of the Assistant Director, that includes the Opportunities for Enhancing Diversity in the Geosciences (OEDG), Global Learning and Observations to Benefit the Environment (GLOBE), and Geoscience Teacher Training (GEO-Teach) programs.  Additional programs offered through the GEO Divisions of Ocean Sciences (OCE), Earth Sciences (EAR), and Atmospheric and Geospace Sciences (AGS) support complementary educational activities, particularly for post-secondary students and early career scientists. Collectively, these programs support implementation of a strategic framework for GEO's Education and Diversity programs (available at https://www.nsf.gov/geo/adgeo/education.jsp) which focuses on two main goals: to increase public understanding of Earth system science and its relevance; and, to foster recruitment, training and retention of a diverse and skilled geoscience workforce for the future.  These broad goals are being achieved through NSF investments to:

• improve the quality of formal and informal geoscience education at all educational levels, with particular emphasis on K-12 and early undergraduate audiences;
• increase the number and competency of K-12 educators who teach geoscience-related courses;
• demonstrate the relevance of the geosciences by identifying and promoting traditional and non-traditional career opportunities in the field;
• increase the number of students enrolling in geoscience courses and degree programs at all educational levels;
• increase the number of students drawn from groups traditionally underrepresented in science, technology, engineering and mathematics (STEM) fields who participate in geoscience courses and degree programs;
• encourage and facilitate the engagement of geoscientists in efforts to strengthen STEM education, while leveraging NSF-funded geoscience research investments; and,
• communicate the importance of the geosciences to the public and increase public literacy regarding Earth system science.

GEO's education and workforce investments have been guided by a number of community-based workshops and reports in which significant issues, needs, and barriers for the geosciences community have been identified (e.g., Ireton et al., 1997; Barstow et al., 2002).  Critical documents include reports of the first and second Geoscience Education Working Groups (GEWG and GEWG II), entitled "Geoscience Education: A Recommended Strategy" (NSF 97-171) and "Geoscience Education and Diversity: Vision for the Future and Strategies for Success".  These reports have emphasized the importance of aligning geoscience curricula at all educational levels with career paths and workforce needs, as well as the effectiveness of using genuine geoscience research experiences as an educational strategy.  Over time, GEO's portfolio has evolved to reflect advances within the broader context of research on STEM learning and cognitive science (e.g., NRC, 1999, 2005, 2007, 2009), which has helped to identify more effective strategies for geosciences education (e.g., Manduca and Mogk, 2006; Kastens et al., 2009).  Incorporation of formative and summative evaluation and assessment activities that document impacts on participant learning, achievement, and attitudes are now required in all GEO-funded education projects. 

Important caveats:

As a general rule, the GeoEd program does not provide funding for activities typically supported by basic research grants or the NSF Education and Human Resources (EHR) Directorate programs.  Proposals focused on basic research that might catalyze discovery and innovation at the frontiers of geoscience learning, education, and evaluation will be considered by the GeoEd Program, but are not viewed as a priority in this solicitation.  Investigators seeking to conduct research in this area are encouraged to submit proposals to the Directorate for Education and Human Resources (EHR) Research and Evaluation on Education in Science and Engineering (REESE) Program. 

Projects that provide geoscience research experiences for secondary school students and teachers, or undergraduate students and faculty in community colleges are encouraged.  However, projects focused primarily on creation of new curricula or research opportunities for undergraduate students at traditional 4-year colleges and universities will only be considered by the GeoEd program if they do not qualify for the EHR Course, Curriculum, and Laboratory Improvement (CCLI) Program or the Research Experiences for Undergraduates (REU) program.  

Projects that seek to disseminate effective professional development or training activities for pre- or in-service teachers will be given priority over those seeking to develop new models.  Proposals that focus on using geospatial (GIS/GPS) technologies without also incorporating activities that provide significant exposure to Earth system science content will not be supported through the GeoEd program. 

General Program Description

The Geoscience Education (GeoEd) program considers proposals that are submitted under one of two tracks (Track 1 Pilot Projects and Track 2 Integrative Collaborations). Although the two tracks are designed to accommodate proposals with different goals, all proposals considered by the GeoEd program should focus on improving the quality of geoscience education and be current with regard to geoscience research.  The term 'education' refers to learning in both formal (K-16) and informal educational settings, as well as life-long learning.  The term 'geosciences' as used in this solicitation refers collectively to those disciplines supported by the Directorate for Geosciences (GEO) at NSF, as detailed at https://www.nsf.gov/home/geo/.  Proposals for projects that will make use of current geoscience research results and/or methods are sought, as are proposals that will promote the geosciences and geoscience careers as highly relevant to modern society.  Projects designed to recruit and retain students during the critical transition from high school to college, or from community college to a 4-year undergraduate degree program, are of particular interest to the GeoEd program.

Effective geoscience educators communicate technically sound information in ways that engage and stimulate learners. Because an understanding of both geoscience content and education theory are needed to develop high-quality geoscience education materials and methods, successful GeoEd project teams (PI, coPIs, and Other Senior Personnel) commonly include representatives of both the geoscience and education communities. Clearly, implementation of innovative pedagogical strategies within the geoscience education arena can lead to both improved educational outcomes and new avenues for educational research that will result in further improvements in geoscience education in the future.

Desirable attributes of projects funded by the GeoEd Program include:

• an Earth system science approach;
• a focus on the fundamental concepts that unify the geosciences;
• an emphasis on processes rather than facts;
• mathematical rigor designed to build and demonstrate the application of quantitative skills;
• incorporation of concepts from the other basic sciences;
• alignment of education activities with workforce needs, including problem-solving and critical-thinking skills;
• opportunities for participants to work in culturally diverse teams, and
• the use of data and the scientific method.

Criteria for identifying potentially successful projects include:

• a rationale that demonstrates the underlying need for the proposed activity and indicates how this activity will either be catalytic or advance our understanding of how to improve geoscience education;
• enumeration of goals and objectives that are few in number, but clearly stated;
• identification of the audience to be targeted;
• inclusion of activities that use geoscience data and emphasize inter-disciplinary Earth system science;
• identification of quantitative or qualitative measures that will be used to determine the project's effectiveness at attaining it's goals and objectives;
• use of timelines and benchmarks that are tied to the project's objectives; and,
• plans for dissemination of project results.

Successful GeoEd projects have demonstrable lasting impact by:

• improving the quality of geoscience education for a large number of individuals;
• increasing the number of students enrolled in geoscience courses and degree programs;
• increasing participation in the geosciences by members of groups underrepresented in STEM fields;
• advancing efforts to increase public Earth system science literacy; and/or
• serving as a model that can be replicated at other sites or with different types of participants.

Project activities that seek to disseminate or scale-up successful pilot programs through appropriate partnerships are encouraged.  Letters providing evidence of commitment to the project by participating institutions, organizations, and/or industrial partners, should be included in the Supplementary Documents section of the proposal. These documents should describe how the proposed activities would support the mission and goals of all participating entities.

Proposals should include appropriate evaluation and assessment activities that provide formative feedback during development of programs or resources and help to document whether project goals and objectives are being met.  Federal guidelines regarding Human Subjects Research (45 CFR Part 690) must be addressed, as needed, which may require Institution Review Board (IRB) review of the proposal.  More information on this policy can be found at: https://www.nsf.gov/bfa/dias/policy/human.jsp.

A list of current projects supported through GeoEd funding can be found here.

Program Priorities in FY 2010 and FY 2012

In FY 2010 and FY 2012, the GeoEd Program invites proposals that address any of the broad goals and objectives identified in the Introduction, but particular emphasis is being given to proposals focused in one of these thematic areas:

• Improving Public Earth System Science Literacy (Track 1 or Track 2)
• Development of the Future Geoscience Workforce (Track 1 only)
• Innovative Technologies for Geoscience Education (Track 1 only)
• Regional Geoscience Education Networks and Alliances (ReGENA) (Track 1 or Track 2)

1.  Improving Public Earth System Science Literacy

Whether it is global climate change, clean energy, water resources, hazards, or sustainability, geoscience concepts - and a public that understands them - are vital to our nation's health, security, and prosperity.  In spite of this relevance, there are many obstacles to achieving broad public understanding of key Earth system science concepts.  Within the K-12 curriculum, variable state and local policies cause the geosciences to be taught with highly inconsistent quality, depth, and rigor (e.g., Stevermer et al., 2007).  Many pre-college teachers of Earth Science (and related disciplines) have inadequate subject matter expertise (e.g., Hoffman and Barstow, 2007).  Important incentives, such as an Advance Placement geoscience course, are lacking.  At all grade levels, the complexity and spatio-temporal scales of processes within Earth systems make student preconceptions and misconceptions particularly difficult to overcome.  Access to geoscience classes can also be an issue for many students, with only 14% of the nation's community colleges and fewer than 10 Historically Black Colleges and Universities (HBCU's) offering undergraduate degree programs in geoscience fields (e.g., Gonzalez et al., 2009).  Combined, these impediments make it extremely difficult to attract the diverse and talented pool of students required to meet the workforce needs of the field.

In the past few years, the geoscience education and research communities have collaborated in efforts to promote the importance of Earth system science and argue for education reforms that will improve the status and quality of Earth System Science education nationwide.  In conjunction with this campaign, several frameworks that identify the "big ideas" and fundamental concepts that all citizens should know and understand about the Earth have been developed, including: "Ocean Literacy: Essential Principles and Fundamental Concepts of Ocean Sciences" (2005); "Atmospheric Science Literacy" (2008); "Climate Literacy: The Essential Principles of Climate Science" (2009); and, "Earth Science Literacy Principles: The Big Ideas and Supporting Concepts of Earth Science" (2009).  Together, these frameworks articulate the body of knowledge that defines an Earth system science-literate citizen and reveal the inadequacies of current educational practice in achieving this knowledge. On a more practical level, these frameworks are being used to structure development of instructional materials, textbooks, museum exhibits, assessments, and other types of education and outreach activities found in formal, informal, and/or self-directed learning environments. 

For the FY 2010 and FY 2012 competitions, the GeoEd Program is particularly seeking Track 1 and Track 2 projects that help to improve public Earth System Science literacy through any of the following approaches:

• promote reforms in K-14 STEM education policies and practice that lead to increased student access to learning about Earth system science;
• develop, test and/or disseminate model educational resources that are linked to state and local standards and assessments and explicitly promote learning of the essential ideas outlined in the Ocean, Earth, Atmospheric, and Climate literacy frameworks;
• facilitate meaningful interactions between the geoscience research community, educators, learners, and the general public that promote learning about Earth system science concepts;
• strengthen K-14 geoscience education in formal or informal settings through integration of research experiences or use of geoscience data;
• improve the Earth system science content knowledge and pedagogical competencies of geoscience educators through effective professional development;
• establish community-based strategic plans for transforming geoscience education through workshops and conferences.

2.  Development of the Future Geoscience Workforce

The "Rising Above the Gathering Storm" Report (COSEPUP, 2007) identified important challenges to our nation's future prosperity and expressed deep concerns that the "scientific and technological building blocks critical to our economic leadership" were not healthy in comparison to growing competition world-wide.  New strategies for engaging the future STEM workforce and providing them with the training to keep our nation on the forefront of scientific and technical innovation are urgently needed. With the emergence of issues related to sustainability, climate change adaptation and mitigation, and energy security as high priority areas for innovation and job growth in the coming decades, there is a growing need for a community of STEM professionals and technicians well-informed in the geosciences.  Projections by the U.S. Bureau of Labor Statistics indicate that demand for persons with credentials in a variety of geoscience-related professional and technical fields will significantly outpace the average growth rate for most other fields in the coming decade. 

But, student interest in STEM degrees and careers has declined for most fields, including the geosciences, so it is not clear where these future employees will be found.  In the recent "Status of the Geoscience Workforce 2009" report (Gonzalez et al., 2009), the American Geological Institute summarizes key statistics related to student enrollments, degree attainment, workforce demographics, and employment projections by sector for the geosciences community.  The data show disturbing trends regarding recruitment and retention of students in the pipeline, and the report raises concerns about the overall health of many geoscience departments in the country.  These trends are exacerbated by the slow progress being made in recruiting and retaining persons from underrepresented populations, including ethnic and racial minorities and persons with disabilities, at a time when they are an increasing share of the general population (e.g., Huntoon and Lane, 2007). 

At the same time, the skills required by the future geoscience workforce continue to evolve.  Geoscientists have always required important abilities related to spatial and systems thinking.  As noted in the 2009 GEO Vision Report, the interdisciplinary nature of the geosciences will continue to broaden as the research agenda focuses increasingly on issues of societal importance.  Many of today's geoscientists were trained with expertise in core disciplines and sub-fields, but there is a growing need for scientists and engineers to extrapolate known small-scale behavior and properties to larger scale phenomena and systems that lie at the interface between biological and geological realms.  The ability to communicate scientific advances to the public and the policymakers who must use this knowledge to inform personal and community decisions regarding their Earth environment has become an essential skill.  International collaborations are increasingly important to geoscience research and industry efforts, making cultural competencies, teamwork skills, and ethics training of particular value. 

For the FY 2010 and FY 2012 competitions, the GeoEd Program is seeking innovative Track 1 (only) projects to develop the future geoscience and related STEM workforce through any of the following approaches:

• provide practical experiences that increase student awareness of, and interest in, traditional and non-traditional career opportunities in the geosciences within the academic, government, and private sectors;
• engage talented students from diverse backgrounds in hands-on research experiences in the geosciences;
• pilot model educational programs for high school and undergraduate students that promote development of interdisciplinary skills and address emerging workforce needs;
• establish advanced Earth system science courses and articulation agreements that provide high school students with dual credit at an accredited institution of higher education;
• provide mentoring, networking, and related experiences that support retention of early career geoscientists in academic, industry, and government sectors;
• explore the effectiveness of increasing student engagement in STEM careers through use of Earth system science-intensive educational experiences; and,
• investigate mechanisms to prepare mid-career professionals in the geoscience workforce for second careers in STEM and Earth System Science education or geosciences-related policymaking.

3.  Innovative Technologies for Geoscience Education

Technological advances of the past two decades have profoundly influenced the nature of scientific research, changed science education pedagogy, and blurred the boundaries between formal and informal environments for learning science (e.g., NSF Task Force on Cyberlearning, 2008).  Within the geosciences, the emergence of cyberinfrastructure, digital media, virtual organizations, and social networking capabilities has created a 24 hour/7 days a week environment for both making scientific observations and learning about the Earth.  These tools have also transformed research and learning into global, collaborative activities.  There is substantial opportunity for innovative uses of technology to: promote the integration of research and education; improve access to, and the quality of, geoscience education and workforce training; and increase public Earth system science literacy.

Access to a 24/7 learning environment has the potential to overcome many of the barriers noted previously regarding student access and exposure to Earth system science.  Distance learning programs offer one strategy for reaching students at institutions in remote settings or where geoscience degree programs are not offered.  Virtual reality and remote operation tools can open doors for students with physical limitations who may not otherwise be able to experience field investigations, as well as provide access to unique laboratory instrumentation for off-site users.  Hands-on student participation in ongoing scientific investigations, via web-based or, potentially, cell phone-based networks, are also enabled through such technologies.  Opportunities for learners to engage in inquiry- and place-based research, and/or be co-creators of their educational resources, abound within the geosciences. Web-based learning environments also create opportunities to embed more sophisticated evaluation and assessment schemes that can help to validate the effectiveness of new Earth system science teaching methods.

New instrumentation and infrastructure that enable geoscientists to investigate processes in real-time and with increasing resolution have revolutionized our ability to document and understand Earth systems.  These land- and ocean-based observatories, large arrays, and satellite- or airborne-based platforms for studying Earth's surface and sub-surface are producing unprecedented amounts of data, as well as exciting opportunities for hands-on interactions that can be used for educational purposes and public engagement in science.  It is well documented that participation in authentic scientific research can profoundly influence student attitudes toward learning science.  Yet, developing effective strategies to capitalize on the educational opportunities offered by large GEO-supported research projects and create resources that result in improved scientific understanding on the part of learners still poses a significant challenge for the community.  Using technology to provide access to ongoing scientific investigations or data, without careful consideration of how to make the experience meaningful - as informed by the "learning sciences" - is not sufficient. 

For the FY 2010 and FY 2012 competitions, the GeoEd Program is seeking Track 1 (only) projects using innovative applications of cyber-related technologies and tools for geoscience education.  These projects should either be for catalytic activities (i.e., one-time funding) or proof-of-concept activities that, if shown to be effective, could be scaled up through subsequent funding from other NSF programs, including those offered through the Office of Cyberinfrastructure (OCI).  GeoEd is particularly interested in proposals that:

• provide pedagogically-sound opportunities to engage K-14 students, informal learners, educators, and citizen scientists in large GEO-funded research programs;
• establish sustainable distance-learning programs that substantially increase participation of underrepresented students, including persons with disabilities, in rigorous Earth system science courses and degree programs; and,
• develop and test model programs that strategically link formal and informal environments for learning about Earth system science.

4.  Regional Geoscience Education Networks and Alliances (ReGENA)

With only ~800 geoscience-related PhDs being earned in the United States each year and fewer than 700 geoscience departments in colleges and universities nationwide, the geosciences community is not very large (e.g., Gonzalez et al., 2009).  The median faculty size within these departments has declined in recent years, largely due to retirements, smaller enrollments and budget pressures.  In many settings that serve large minority student populations, including Historically Black Colleges and Universities and community colleges, there are very few geoscience degree programs and, if any, faculty with geoscience expertise.  These combined factors make it extremely difficult for the geosciences research community to have a wide educational footprint when it comes to addressing important needs, such as: supporting the professional development of geoscience educators; providing students in formal and informal settings with current scientific knowledge and research experiences in the geosciences; recruiting and mentoring students from underrepresented communities; developing resources to sustain effective education programs through academia-industry partnerships; and, sponsoring outreach activities that help raise public awareness and understanding of Earth system science. 

While it would be desirable to expand the geoscience workforce and build Earth system science capacity in more institutions of higher education, practical considerations suggest this would be unrealistic, especially in the current budget climate.  Instead, new strategies for leveraging current capabilities and resources, in order to reach new stakeholders and educational audiences, need to be developed, tested and sustained, if effective.  Capitalizing on existing alliances, partnerships and centers, particularly those that focus on engaging and supporting students from underrepresented groups in STEM degree programs, can help to extend the reach of the geosciences community.  Among the existing networks that could be utilized are the Louis-Stokes Alliances for Minority Participation (LSAMP), Alliances for Graduate Education to the Professoriate (AGEP), the Centers of Research Excellence in Science and Technology (CREST), and the Advanced Technology Education (ATE) programs at community colleges. 

For the FY 2010 and FY 2012 competitions, the GeoEd Program invites proposals to advance geosciences education and workforce development through collaboration with existing networks or creation of new partnerships between multiple stakeholders (e.g., institutions of higher education, large research centers and facilities, state and local school districts, informal learning institutions, the private sector).  Track 1 level projects should focus primarily on planning activities, while Track 2 projects should focus on implementation of specific programs or activities that will be enacted through the alliance or partnership.  The program is particularly interested in projects that will:

• foster public Earth system science literacy through community-based activities;
• promote systemic reforms in K-14 STEM education policies and practices that increase student access to learning about Earth system science or improve the quality of instruction received;
• significantly incorporate geoscience content or research experiences into effective programs promoting STEM education and broadening participation of underrepresented minorities that currently do not include much geoscience content; and,
• increase the number of underrepresented minorities participating in geoscience educational programs, research experiences, and careers.

Funding Tracks

Track 1 Pilot Projects: Track 1 of the GeoEd program considers proposals to initiate or pilot highly innovative geoscience education activities in the four thematic areas described in the Introduction section. Projects should integrate geoscience research with education. Projects that are informed by the results of current education-related research are appropriate for submission under Track 1 of the GeoEd program.

Proposals to the GeoEd Program may target any formal or informal educational level or venue, although programs that primarily focus on graduate students or postdoctoral appointees are not a priority. Proposals primarily seeking to develop new courses or curricula for undergraduate education should be submitted to the Course, Curriculum, and Laboratory Improvement (CCLI) program in EHR, although exceptions may be made for projects to explicitly incorporate the essential principles and supporting concepts identified in the Ocean Literacy, Atmospheric Literacy, Earth Science Literacy and Climate Literacy frameworks.  Awards may be made to supplement active research grants when the specified supplemental activity will make a substantive contribution to geoscience education. Proposals should not request funding to support activities that would be viewed by reviewers as part of an educator's normal responsibilities.

Track 1 awards are intended to provide innovative, catalytic start-up or proof-of-concept funding that will enable projects to reach a level of maturity that will allow them to compete for longer-term funding from other sources, or become self-sustaining.  Proposals should include a discussion of plans for, and potential sources of, follow-on funding if such will be required. If the project described in the Track 1 proposal is part of a larger plan to improve geoscience education, the proposal should clearly describe how the proposed project fits in with the overall plan.

Track 2 Integrative Collaborations: Projects that promote active linkages and collaborations among geoscience researchers and education professionals in both formal and informal settings are encouraged for submission under Track 2 of the GeoEd program. Although proposals may outline new partnerships, networks or alliances, preference will be given to Track 2 proposals that seek to include geoscience content and promote the geoscience disciplines within the framework of existing NSF-supported programs that encourage broadening participation in the STEM disciplines.  These include programs within the Alliances for Broadening Participation (ABP) cluster and the Centers of Research Excellence in Science and Technology (CREST) program. 

The Alliances for Broadening Participation in STEM (ABP) cluster includes the Louis Stokes Alliances for Minority Participation (LSAMP) program, Bridge to the Doctorate (LSAMP-BD) Activity, and the Alliances for Graduate Education and the Professoriate (AGEP) program.  Managed synergistically, these programs enable seamless transitions from the STEM baccalaureate to attainment of the doctorate and entry to the STEM professoriate.  ABP support begins at the baccalaureate level through the LSAMP program.  LSAMP emphasizes development of broad based regional and national alliances of academic institutions, school districts, state and local governments, and the private sector to increase the diversity and quality of the STEM workforce.  Eligible LSAMP undergraduate students may receive continued support for up to two additional years of STEM graduate study through the LSAMP-BD Activity.  The Bridge to the Doctorate provides significant financial support for matriculating candidates in STEM graduate programs at eligible alliance sites.  A compilation of LSAMP programs and resources can be found at http://www.uab.edu/alsamp/LSAMP_'09.pdf.

The AGEP alliances further the graduate education of underrepresented STEM students through the doctorate level, preparing them for fulfilling opportunities and productive careers as STEM faculty and research professionals.  AGEP also supports the transformation of institutional culture to attract and retain STEM doctoral students into the professorate.

The CREST program makes resources available to enhance the research capabilities of minority-serving institutions through the establishment of centers that effectively integrate education and research. CREST promotes the development of new knowledge, enhancements of the research productivity of individual faculty, and an expanded presence of students historically underrepresented in STEM disciplines.

Track 2 proposals must document collaboration in the form of Letters of Commitment from ongoing LSAMP, AGEP, or CREST programs, if proposed as a partner for the OEDG project, or from any institutions that would be part of a newly-formed alliance or partnership.  These letters should be included in the Supplementary Documents section of the proposal.

REFERENCES

Atmospheric Science Literacy (2008) http://www.eo.ucar.edu/asl/pdfs/ASLbrochureFINAL.pdf

Barstow, D., E. Geary, and H. Yazijian, Editors (2002) Blueprint for Change: Report from the National Conference on the Revolution in Earth and Space Science Education, Snowmass, CO, June 21-24

Climate Literacy: The Essential Principles of Climate Science (2009) http://www.climate.noaa.gov/education/pdfs/ClimateLiteracyPoster-8.5x11-March09FinalLR.pdf

Committee on Science, Engineering, and Public Policy (COSEPUP) (2007) [Augustine, N.R., et al.] Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future, National Research Council, Washington, DC

Earth Science Literacy Principles: The Big Ideas and Supporting Concepts of Earth Science (2009) http://earthscienceliteracy.org/es_literacy_22may09.pdf

Geoscience Education Working Group I (1997) Geoscience Education: A Recommended Strategy (NSF 97-1991), National Science Foundation, Arlington, VA; https://www.nsf.gov/pubs/1997/nsf97171/nsf97171.htm

Geoscience Education Working Group II. (2005). Geoscience Education and Diversity: Vision for the Future and Strategies for Success, National Science Foundation, Arlington, VA; http://nsf.gov/geo/adgeo/geoedu/GEWGII_Report_sept_2005.pdf

Gonzalez, L., C. Keane, and C. Martinez (2009) Status of the Geoscience Workforce, 2009, American Geological Institute, Alexandria, VA

Hoffman, M. and D. Barstow (2007) Revolutionizing Earth System Science Education for the 21st Century, Report and Recommendations from a 50-State Analysis of Earth Science Education Standards, TERC, Cambridge, MA

Huntoon, J.E. and M.J. Lane (2007) Diversity in the Geosciences and Successful Strategies for Increasing Diversity, Journal of Geoscience Education, v. 55, n. 6, p. 447-457

Ireton, M.F.W., C.A. Manduca, and D.W. Mogk (1997) Shaping the Future of Undergraduate Earth Science Education: Innovation and Change Using an Earth System Approach, American Geophysical Union

Kastens, K.A., et al. (2009) How Geoscientists Think and Learn, EOS, v. 90, no. 31, p. 265-266

Manduca, C.A. and D.W.Mogk, Editors (2006) Earth and Mind: How Geologists Think and Learn about the Earth, Geological Society of American Special Paper 413, Denver, CO

National Research Council (1999) How People Learn: Brain, Mind, Experience, and School, J. Bransford, A.L. Brown, and R.R. Cocking (Editors), National Academies Press, Washington, DC

National Research Council (2005) How Students Learn: Science in the Classroom, M.S. Donovan and J. Bransford (Editors), National Academies Press, Washington, DC

National Research Council (2007) Taking Science to School: Learning and Teaching Science in Grades K-8, R.A. Duschl, H.A. Schweingruber, and A.W. Shouse (Editors), National Academies Press, Washington, DC

National Research Council (2009) Learning Science in Informal Environments: People, Places, and Pursuits, National Academies Press, Washington, DC

NSF Task Force on Cyberlearning (2008) Fostering Learning in the Networked World: The Cyberlearning Opportunity and Challenge (NSF 08-204), National Science Foundation, Arlington, VA; www.nsf.gov/pubs/2008/nsf08204/nsf08204.pdf

Ocean Literacy: Essential Principles and Fundamental Concepts of Ocean Sciences (2005) http://www.coexploration.org/oceanliteracy/documents/OceanLitChart.pdf

Stevermer, A., E. Geary, M. Hoffman, and D. Barstow (2007) A Status Report on K-12 Earth and Space Science Education in the United States, 2006, TERC Center for Earth and Space Science Education, http://www.uop.ucar.edu/ESSE/final_K12ESSstatus.pdf

This is a biennial solicitation, with a competition being held in FY 2010 and FY 2012. It is anticipated that there will be $5 million total per competition, pending availability of funds, with $3 million available to support proposals submitted under the Track 1 option and $2 million available to support proposals submitted under the Track 2 option.

NSF anticipates making 40 awards in both FY 2010 and FY2012, with 35 Track 1 and 5 Track 2 awards being made each competition.

Track 1 proposals: The maximum amount that can be requested is $150,000, but the average award size is anticipated to be on the order of $100,000. Track 1 projects can have a maximum duration of two years.

Track 2 proposals: The maximum amount that can be requested is $500,000, but the average award size is anticipated to be on the order of $400,000. Track 2 projects can have a maximum duration of four years.

• The User-Friendly Handbook for Project Evaluation (NSF 02-057), Directorate for Education and Human Resources, National Science Foundation: https://www.nsf.gov/pubs/2002/nsf02057/start.htm
   
• User Friendly Handbook for Mixed Method Evaluation (NSF 97-153), Directorate for Education and Human Resources, National Science Foundation: https://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf97153

• Online Evaluation Resource Library (OERL): http://oerl.sri.com/

• Evaluation Handbook, W.K. Kellogg Foundation: http://www.wkkf.org/default.aspx?tabid=1174&NID=331&Year=&Issue=15&LanguageID=0

• Field-tested Learning Assessment Guide (FLAG): http://www.wcer.wisc.edu/nise/CL1/flag

• Student Assessment of Learning Gains (SALG): http://www.salgsite.org/

• Shavelson, R. J. and L. Towne, Editors (2002) Scientific Research in Education, National Research Council, 188 p.

• Wiggins, G.P. and J. McTighe (2000) Understanding by Design, Prentice Hall, 201 pp.

• Wiske, M. S. (1998) Teaching for Understanding: Linking Research with Practice, Jossey-Bass, 379 p.

Examples illustrating activities likely to demonstrate broader impacts are available electronically on the NSF website at: https://www.nsf.gov/pubs/gpg/broaderimpacts.pdf.

Mentoring activities provided to postdoctoral researchers supported on the project, as described in a one-page supplementary document, will be evaluated under the Broader Impacts criterion.