The scope of funding changes significantly in FY 2004.

• The development of new, innovative educational programs and experiments for students, teachers, and faculty will not be funded under this solicitation.  A number of other NSF education programs now potentially fund proposals with a concentration on gender, minority, and disability issues.  (See Section IX for specific information.)  Support for model or experimental projects is not a priority this fiscal year.

• A new offering of SUPPLEMENTS to existing grants is intended to promote the implementation of proven models and practices by gender experts in the context of systemic education initiatives and education centers.   Critical selection factors in funding will be a) the research basis of the proven model or practice and b) the qualifications of the team introducing the model or practice.   The array of proven good practices is rich, yet implementation is lagging.  Thus the focus shifts toward integration, “embedding,” and mainstreaming practices.  There are now many credible experts in gender studies and science, technology, engineering, and mathematics (STEM) education who may be called on to act as consultants and integrators. 

• Funding continues for research and dissemination of research and evaluation results.  To be successful, a proposal must be situated within the current knowledge base on gender studies and STEM education, and ground itself in one or more disciplines. 

• Emphasis on dissemination is strengthened by offering two deadlines under this soliciation in order to increase opportunity for timely funding.  We assume that a lack of information is still impeding more widespread implementation of proven good practices and dissemination will encourage implementation.

Research on Gender in Science and Engineering FY 2004 (GSE)

The program seeks to broaden the participation of girls and women in all fields of science, technology, engineering, and mathematics (STEM) education by supporting research, dissemination of research, and integration of proven good practices in education that will lead to a larger and more diverse domestic science and engineering workforce. Typical projects will contribute to the knowledge base addressing gender-related differences in learning and in the educational experiences that affect student interest, performance, and choice of careers; and how pedagogical approaches and teaching styles, curriculum, student services, and institutional culture contribute to causing or closing gender gaps that persist in certain fields.  Projects will disseminate and apply findings, evaluation results, and proven good practices.  The Research on Gender in Science and Engineering program has been funding these objectives since 1993, under the prior names "Program for Women and Girls" (PWG), "Program for Gender Equity in Science, Mathematics, Engineering and Technology" (PGE), and "Gender Diversity in STEM Education" (GDSE).

One of the National Science Foundation's (NSF) key strategic goals is to invest in People: to develop a diverse, internationally competitive and globally-engaged workforce of scientists, engineers and well-prepared citizens ( see  https://www.nsf.gov/od/gpra/start.htm).  Investments are directed at programs that strengthen scientific and engineering (S&E) research potential and  education programs at all levels. These outcomes are essential to the Nation as we progress toward an increasingly technological job market and a scientifically complex society.

The Division of Human Resource Development (HRD) manages a portfolio of programs that aim to broaden the participation of traditionally underrepresented groups in science, technology, engineering and mathematics (STEM) learning and in the STEM workforce. Programs are in place to address the learning, interest and participation of women, underrepresented minorities (African-American, Hispanic, Native American), and persons with disabilities, at all levels.

The program for Research on Gender in Science and Engineering seeks to build resources - developing the Nation's knowledge capital, social capital, and human capital -- toward the goal of broadening the participation of girls and young women in STEM education from kindergarten through undergraduate education.

• Research projects:  factors behind the underrepresentation of girls and women in STEM education; societal, formal and informal educational systems' interaction with individuals that encourage or discourage interest and persistence in study or careers in certain fields.

• Dissemination:  make known education program evaluation results and research findings to significant national audiences, especially to the broader education community.

• Supplements to integrate research-based practices  into systemic educational improvement: adopt and embed proven good gender-inclusive policies and practices in pedagogy, the design of curriculum materials, student support programs, educator and faculty development.

A. ISSUES

Issues of concern underlying the need for the Program include:

• Our society – as experienced in education through parents, the media, educators, counselors, and faculty -- tends to reinforce traditional assumptions about the capabilities, interests, and career options for girls and women, steering them away from STEM courses and majors.

• At the same time, the demand for science and technology literacy on the part of all citizens has never been higher, and the demand for domestic workforce capacity in engineering and computer fields is far exceeding supply.

• The history of S&E design shows that optimal performance of S&E in the service of society requires that inquiry, discovery, and design be informed by diverse points of view and diverse research questions.  If significant populations are not represented, the results are often inadequate.

• Gender biases are still evident in gender gaps at many stages of the STEM educational continuum:  enrollment in elective and advanced high school courses to prepare for college; expression of interest in majors at the undergraduate level; retention of students in certain fields during undergraduate study; graduation rates; and entry into the science and engineering workforce.

• Socially projected stereotypes about who should be scientists and engineers pose artificial limits on the participation of talented students.  Gender is only one of the characteristics that shape personal and group identity.  Other characteristics such as race, ethnicity, economic status, religion, and disability also bear on whether students are encouraged, neglected, or discouraged from developing certain skills and ambitions.  Our educational systems must seek to develop talent and interest in science, mathematics, and technology in all children.

Statistical profiles of STEM participation, with analyses, are documented in Trends in Educational Equity of Girls and Women (National Center for Education Statistics, U. S. Department of Education, NCES 2000-030) and the biannual publication Women, Minorities, and Persons with Disabilities in Science and Engineering(National Science Foundation, NSF 00-327) among others. (See https://www.nsf.gov/sbe/srs/nsf00327/start.htm.)

B. GOALS

The goal of Research on Gender in Science and Engineering (GSE) is to advance participation of women and girls in STEM fields where they continue to be underrepresented, in accord with NSF's goal of developing a diverse science and engineering workforce. In the context of that overarching goal, the GSE program supports activities that address the following types of objectives.

Research

• To discover and describe gender-based differences and preferences in learning science and mathematics in K-16 and factors that affect interest, performance, and choice of STEM study and careers in fields where there are significant gender gaps;

• To discover and describe how experiences and interactions in informal and formal educational settings inhibit or encourage interest and performance of students based on gender;

• To increase the knowledge about organizational models that lead to more equitable and inviting STEM educational environments in K-16;

• To increase the knowledge of the process of institutional change required to achieve more equitable and inviting STEM educational environments in K-16. 

Dissemination

• To extend to significant audiences awareness and information about research-based and demonstrated strategies and practices to increase the participation of girls and women in STEM education and workforce, in order to inform educational practice;

• To catalyze new thinking and future action among educational institutions by convening conferences, workshops, or symposia that are not possible at regular meetings of professional societies.

Integration 

• To adopt and integrate research-based learning tools, pedagogical approaches and service or support programs that enhance the interest and persistence of female students in STEM studies through the undergraduate level, in those fields where they are underrepresented;

• To adopt and integrate instructional methodologies and teaching behaviors which research indicates may be particularly gender-equitable or female-friendly in the preparation of informal science education providers, pre-service and in-service K-12 teachers, as well as undergraduate faculty;

• To adopt and integrate methods and models for gender-equitable and non-traditional education and career counseling among adults, i.e., instructors, counselors, parents, etc., who influence students in formal and informal educational settings.

The goals of the GSE program, which originated in 1993 under the name "Program for Women and Girls" (PWG), parallel those of many other education and diversity programs at NSF except that they emphasize gender aspects.

C. DESCRIPTION - RESEARCH

Proposals in the Research area may seek to enhance the multidisciplinary understanding of STEM learning to the extent that differences are evident based on gender. Behavioral, cognitive, affective, and social differences may be investigated using methods of sociology, psychology, anthropology, economics, and statistics disciplines.

Successful proposals will incorporate relevant advances in research methodologies and theoretical models. They should capitalize on the development of new instrumental, computational or statistical methods, models, and tools of observation and analysis.

Proposals for research projects should include testable hypotheses and carry the expectation that the results obtained will be of sufficient significance to merit peer review and publication. They should present the disciplinary and conceptual framework for the study. If a population sample is used, the proposal should describe the sample, rationale for sample selection, and the project's access to the sample population.   The proposal should address whether the design is premised on special needs and interests due to educational level, race, ethnicity, economic status, or disability, in addition to gender, and to what extent data will be disaggregated for multiple characteristics.

The effort should provide a research foundation for educational approaches, curriculum, and technological tools that are already developed or can be developed in the future, bridging research and educational practice in settings such as classrooms, informal learning sites, and technological learning environments. The research foundation is assumed to provide a strong base of support for sustained improvement in STEM educational practice. Strong research designs will produce rigorous, cumulative, reproducible, and usable findings.

Investigators might:

• Investigate whether students have gender-based learning differences that are not accommodated by traditional approaches to teaching science and mathematics. For example, different conceptual strengths and weaknesses in learning certain math skills, different timing needs, different retention patterns, different preferences among computer interface features, interests in social interaction while learning, and interests in the social relevance and application of science experiments.

• Explore whether social and psychological behavior patterns of boys or girls in our society affect learning.

• Explore the socialization of males and females in our society that precludes or inhibits access, encouragement, support, and acceptance for interest in math and science topics. For example, assumptions or "gender schema" about appropriate careers, assumptions about the use of tools and technology, assumptions about the difficulties of embarking on or succeeding in a science or technology career.

Research proposals should include a dissemination plan to communicate findings to a national audience, particularly to education practitioners.  Since the goal of the program is to contribute to a national knowledge base, it is important to show that the investigator is aware of appropriate channels -- specific peer-reviewed journals, publications, web sites, professional association conferences -- and is committed (including allocating resources) to make sure that the investment in the project leads to this contribution and that peers in the community will benefit.

D. DESCRIPTION - DISSEMINATION

Dissemination projects provide a mechanism for informing a wider audience about issues, research findings, and strategies for changing educational practice. Proposals for dissemination must justify a significant investment to reach a regional audience or national attention.

Investigators might:

• Organize a multidisciplinary meeting to consolidate knowledge about educational practice related to male or female students in K-16 STEM at a certain educational level. For example, a workshop on recruitment and retention in undergraduate engineering departments, a symposium on strategies for strengthening recruitment of students into computer science.

• Develop a media presentation (e.g., radio, TV, video, web) that educates the public about girls' or boys' education in STEM and factors contributing to interest, performance, or choice of careers.

• Significantly enhance distribution of an educational product (e.g., book, curriculum guide, seminar manual, web site) using economically and technologically strategic methods given the target audience.

• Target subgroups of educational practitioners, e.g. heads of science departments, deans, heads of research groups, teachers or faculty in a particular field.

Outcomes.   Dissemination proposals should address how they will assess whether the method and content were successful, and budget for some assessment.  Examples of measures are: 

• A significant audience is reached and their knowledge and attitudes are changed
• The audience acquires new knowledge
• The audience plans to adopt new institutional policies and practices related to gender and diversity
• New information products are developed by the project team or participants  to further advance dissemination (e.g., synthesis, topical summary, review of research)

E. DESCRIPTION - SUPPLEMENTS TO INTEGRATE RESEARCH-BASED PRACTICES

Proposals for Integration projects will introduce, into already-initiated systemic education improvement projects or centers, proven new learning tools, pedagogical approaches, professional development models, or student programs and services that produce the outcome of proportional participation of both genders.  Integration projects should propose ways to demonstrate that outcomes are achieved after the integration.  (Applicants should review the section Outcome Measures below.)

Investigators might:

• Adopt and integrate informal and formal educational experiences that intervene and reverse traditional patterns of low participation; encourage girls' interest, enthusiastic participation, and election of continued study in math and science; increase confidence; and give girls positive images of math and science learning and careers.

• Adopt and integrate seminars, workshops, online courses, tutorials or other curriculum and approaches to teaching adults in the K-16 educational setting about the issues and interventions that are available. For example, adding modules to pre-service teacher education, developing standards for gender and multicultural teaching competency, conducting workshops combined with applied learning in student service programs for in-service teachers, holding seminars for pre-service and in-service undergraduate faculty, or mentoring between adults in order to assimilate new concepts and apply them in teaching practice.

• Work to integrate awareness of gender bias in educational environments, and change organizational commitment, policy, and action to remedy underrepresentation through student and faculty programs, for example, undergraduate departments in engineering, physical science, or computer science making a concentrated effort to increase recruitment and retention.

• Adopt and integrate new courses and curriculum that are gender-neutral or appeal particularly to girls and women. For example, ways of teaching math that utilize girls' verbal skills, sequencing material in computer science to introduce real-world applications of technology before intricacies of programming languages, teaching young girls principles of engineering design and invention in everyday life.

Proposals should identify the "model approaches" to be adopted, its theoretical basis and the research or evaluation basis for the "model," and address the benefits and issues bearing on integration in their educational setting.

Target participants may be a mix of students, teachers, counselors, parents, community leaders, administrators, faculty, student and adult mentors, and others.  The participant population should be described, especially if the project design is premised on special needs and interests based on educational level, race, ethnicity, economic status, and disability, in addition to gender.

Commitment and Collaboration Between Partners.  Funding will be provided through supplements to existing awards.  Proposals are expected to be collaborations between large, complex NSF-funded projects engaged in educational reform and experts familiar with gender issues in STEM education.  The grantee of the existing award is accountable for the outcomes of the supplement, to be achieved through a credible integration team.

Dissemination.  Projects should include a plan to communicate about the integration project to a national audience, as appropriate within the scope of the larger effort.

Outcome Measures.  Integration projects are not required to prove approaches and models -- it is assumed that they are integrating proven practices.  However, they should be prepared to confirm that outcomes are achieved, as part of good program management practice.

The following outcome measures are illustrative. See http://oerl.sri.com for evaluation resources collected for the benefit of NSF grantees.  The short duration of Supplements will preclude certain measures.

K-12 Student Outcomes

• Change in test scores in math and science
• Change in grades
• Student confidence
• Student interest in STEM study
• Post-high school plans
• Post-high school status
• Student perceptions about the role of females in STEM
• Parents' report of student confidence
• Parents' report of student interest

K-12 Adult Outcomes

• Improved teaching
• Teacher perceptions about the role of females in STEM
• Parents' support for STEM learning

Post-Secondary Student Outcomes

• Change in college grades
• Student confidence
• Degree attainment
• Postgraduate plans
• Postgraduate status
• Student perceptions about the role of females in STEM

Post-Secondary Faculty Outcomes

• Improved teaching
• Faculty perceptions about the role of females in STEM

F. REFERENCES

American Association of University Women (2000). Tech-Savvy: Educating Girls in the New Computer Age.

Campbell, Patricia B., Eric Jolly, Lesli Hoey, Lesley K. Perman (2002). Upping the Numbers: Using Research-Based Decision Making to Increase Diversity in the Quantitative Disciplines. Commissioned by the GE Fund, January, 2002.  Available at www.edc.org/spotlight/equity/upping.htm

Clewell, Beatriz Chu, Bernice Taylor Anderson, Margaret E. Thorpe (1992). Breaking the Barriers: Helping Female and Minority Students Succeed in Mathematics and Science. Jossey-Bass Publishers.

Clewell, B.C., & Campbell, P.B. (2002). Taking stock: Where we've been, where we are, where we're going. Journal of Women and Minorities in Science and Engineering, 8(3-4), 255-284.  See www.campbell-kibler.com

Committee on Equal Opportunities in Science and Engineering (2002). Biennial Report to the United States Congress.  Available at https://www.nsf.gov/od/ceose

Congressional Commission on the Advancement of Women and Minorities in Science, Engineering and Technology Develoment (September 2000). Land of Plenty, Diversity as America's Competitive Edge in Science, Engineering and Technology.

Darke, Katherine, Beatriz Clewell, and Ruta Sevo (2002). Meeting the Challenge: The Impact of the National Science Foundation's Program for Women and Girls.  Journal of Women and Minorities in Science and Engineering, 8(3&4), 285-303.

Davis, Cinda-Sue, Angela Ginorio, Carol Hollenshead, Barbara Lazarus, Paula Rayman, et al (1996). The Equity Equation: Fostering the Advancement of Women in the Sciences, Mathematics, and Engineering. Jossey-Bass Publishers.

Dietz, James S., Bernice Anderson, and Conrad Katzenmeyer (2002). Women and the Crossroads of Science: Thoughts on Policy, Research, and Evaluation. Journal of Women and Minorities in Science and Engineering, 8(3&4), 395-408.

Ginorio, Angela and Michelle Huston (2001). Si, Se Puede! Yes, We Can: Latinas in School. AAUW Education Foundation.

Margolis, Jane and Allan Fisher (2002). Unlocking the Clubhouse: Women in Computing. Cambridge, MA: MIT Press.

National Center for Educational Statistics (2000). Entry and Persistence of Women and Minorities in College Science and Engineering Education. NCES 2000-601

National Center for Educational Statistics (2000). Trends in Educational Equity of Girls and Women. NCES 2000-030

National Council for Research on Women (2001). Balancing the Equation: Where Are Women and Girls in Science, Engineering and Technology? Written by Mary Thom.

National Science Foundation (2003).  New Formulas for America's Workforce: girls in science and engineering. Arlington, VA, 2003 (NSF 03-207 printed book, NSF 03-208 brochure+CD)

G. INFORMATION ABOUT PREVIOUS AWARDS

HRD's web site provides links to abstracts for and other information about awards made by this program under prior names (http://www.ehr.nsf.gov/ehr/hrd/). Historically, the program has been called "Program for Women and Girls" (PWG), "Program for Gender Equity in Science, Mathematics, Engineering, and Technology" (PGE), and "Gender Diversity in STEM Education" (GDSE).

NSF's web site provides the ability to search awards using custom queries (https://www.fastlane.nsf.gov/a6/A6AwardSearch.htm). To retrieve only GSE-related awards, use the query:

• 1544

To find more specific awards, it is possible to narrow the search:

• 1544 and mentoring
• 1544 and "learning community"
• 1544 and AZ
• 1544 and "middle school"

A compendium of profiles of projects funded in the first decade of the program, with a comprehensive index, is available as a printed book, CD-ROM, and, as an online PDF file.  It may be accessed at http:www.ehr.nsf.gov/ehr/hrd/pge.asp , or, https://www.nsf.gov/pubsys/ods/   using one of the publication numbers:

National Science Foundation (2003).  New Formulas for America's Workforce: Girls in Science and Engineering. Arlington, VA, 2003 (NSF 03-207 printed book, NSF 03-208 brochure+CD)

Research proposals may request up to $500,000 for up to three years, pending availability of funds. The proposal should include a budget for each year and a summary budget if there are multiple years.  (Awards will be fully funded in the first year.)

Dissemination proposals may request up to $200,000 for up to 24 months, pending availability of funds.

Supplements to Integrate Research-Based Practices may be up to $200,000 for up to two years, pending availability of funds. 

The proposed start dates should be at least seven months from the full proposal deadline.

Funds should be budgeted for the principal investigator to attend a two-day grantees' meeting in Washington, D.C. area, each award year (February/March time frame).

A limited equipment request (<10% of total budget) is allowed for projects intensive in educational technology, for development. Equipment for participants in student or educator demonstration programs, and office equipment for project staff are expected to come from other sources.

GSE research projects are eligible for REU (Research Experiences for Undergraduates) supplements, which expressly support the participation of undergraduate students on the project research team, if funds are available. Please see the REU announcement for complete parameters and the method for making a request for an REU supplement (see https://www.nsf.gov/home/crssprgm/reu/start.htm). Proposers should consult the Program Director in advance of a request for REU supplements.

A preliminary proposal is only applicable for Research proposals. It is required prior to the submission of a full proposal. It will be reviewed by NSF staff and/or external reviewers to provide input for developing a full proposal. A full proposal will be Encouraged based on the review of the preliminary.

The preliminary or preproposal must be submitted via Fastlane.

Cover Sheet: Be sure to check the PRELIMINARY PROPOSAL box. Select the program name "Research on Gender in Science and Engineering" in the Education and Human Resources Directorate, Human Resource Development.

PROJECT SUMMARY: A short abstract (one page or less, single spaced) that clearly identifies the major features of the project.   Address each NSF criterion separately:  intellectual merit and broader impacts. 

PROJECT DESCRIPTION: The narrative is limited to 5 pages in length. It should sketch, in broad terms, the essential features of the project:

1. What is the research goal?   What is the research question? 
2. What findings are expected? 
3. What is the contribution to the knowledge base? Reference prior related work and explain the value added and the national benefit of the work.  
4. What is the study population and the plan to reach the population? 
5. Describe the conceptual or disciplinary framework and methods to be used. 
6. Identify key team members, consultants, and advisors. Relate their qualifications and skills to specific components of the proposed work in one or two sentences. 
7. Describe plans for broad dissemination.

BIOGRAPHICAL SKETCH of the PI and co-PI's is required.  No budget pages are required;  a requested total amount on the cover sheet is sufficient.  Supplemental materials or appendices are NOT permitted for preliminary proposals.

The following instructions supplement the GPG guidelines for full proposals.

FULL PROPOSALS

On the COVER SHEET, select the program name "Research on Gender in Science and Engineering" in the Education and Human Resources Directorate, Human Resource Development.

The TITLE should be prefaced with an abbreviation identifying the GSE goal supported by the proposal:

• RES - for research proposals 
• DIS -  for dissemination proposals 

The PROJECT SUMMARY should:

• Name and describe the proposed activity (what and how: research, dissemination) 
• Describe the research question (or hypothesis) or audience impact
• Describe the target research subjects or audience (who)
• State the organizations involved  (who)
• Especially highlight the contribution to knowledge, social, or human capital (why)
• Address each NSF review criterion separately:  intellectual merit and broader impacts

The Research PROJECT DESCRIPTION should address:

• What is the research goal?  What is the research question?
• What findings are expected?
• What is the contribution to the knowledge base?  Reference prior related work and explain the value added and the national benefit of the work.
• What is the study population and the plan to reach the population?
• What is the theoretical basis for the research question?
• Describe the conceptual or disciplinary framework and methods to be used.
• Identify key team members, consultants, and advisors.  Relate their qualifications and skills to specific components of the proposed work.
• For prior grantees, a discussion of the results of prior work.

Common weaknesses in research proposals (according to Dietz, et al, 2002) are:

1. Poor formulation of research questions
2. Poor articulation of program design and theory
3. Failure to recognize multiple studies have been conceived as a single study
4. Failure to situate the study or its potential findings within prior work and literature
5. Failure to situate the study or its potential findings within a framework or theory
6. Weak links between research goals and proposed methodology

The Dissemination PROJECT DESCRIPTION should address:

• What will be disseminated?
• What is the goal of the dissemination, and what is the justification for the dissemination (meeting or media product)?
• What audience will it reach and what is the desired impact on the audience?
• What is the context of the dissemination; what other projects, events, or products exist and how does this project contribute national benefits?
• Describe the management plan and timeline.
• Describe the qualifications of key team members and suitability for their role in the project. 
• A list of advisory committee members and description of their level of involvement, if an advisory committee is proposed. 
• For prior grantees, a discussion of the results of prior work.

SUPPLEMENT REQUESTS

The TITLE for a Supplement to Integrate Research-Based Practices request should begin with "GSE."

The justification (5-10 pages) for a Supplement  should describe:

• What is the research-based model or practice that will be implemented?
• What resources are available to interpret and adapt the model or practice (guides, manuals, curricula, experts)?
• How does the integration project fit in with the scope of the host grant?
• Who are the target participants and how will they be reached?
• Who is on the integration team and what are their credentials and experience with the model or practice – or similar projects, gender studies, STEM education, and the target participants?
• What impact or outcomes are expected and will outcomes be measured?
• A list of advisory committee members and description of their level of involvement, if an advisory committee is proposed. 
• For complex integrations, a management plan and descriptions of the roles of collaborating partners. 
• Describe how the Integration project will be disseminated to professional peers and to the education community, and how this fits in with the dissemination plans of the host grant.) 

Organizations submitting a request for a Supplement should contact both the NSF program director for the current grant and the GSE program director, to make them aware of the intention to submit.  Once submitted, the supplement request must be proactively shared with GSE for review and processing.

Requests for supplements may be reviewed internally by NSF using the standard review criteria.  The process may take less than the NSF target of six months, but submitters should allow for six months from the Supplement submission deadline.

A request for a supplement to an existing NSF award is submitted via the Fastlane Notifications and Request module using the "Supplemental Funding Request" option.  The Investigator enters the description and justification for the activity.  The budget may include indirect costs.  The request is then forwarded to the institution's Sponsored Research Office for submission to NSF.

Research budgets may be up to $500,000.

Dissemination budgets may be up to $200,000.

Supplements for Integration of Research-based Practices may be up to $200,000.

Funds should be budgeted for the principal investigator or a project member to attend a two-day grantee's meeting in Washington, D.C. area, each award year, in February/March.  A limited equipment request (10% of total budget) may be allowed. (See Section IV.)

Research on Gender in Science and Engineering is among NSF education programs, and among programs that promote the participation of under-represented groups.   For a complete list of programs in Education and Human Resources see http://www.ehr.nsf.gov/.   For a complete list of programs in the Division for Human Resource Development see http://www.ehr.nsf.gov/ehr/hrd/.   Most of the programs listed below potentially support special emphasis on gender, minority, and disability issues.  Some are funding projects like those funded by this program in the past.

Curriculum

• Course, Curriculum, and Laboratory Improvement (CCLI) (NSF 03-558)
• Instructional Materials Development (IMD) (NSF 03-524)
• CISE Educational Innovation Program (NSF 02-082, NSF 02-079)
• Engineering Education Program (PD 01-1340)                   

Teacher Preparation

• NSF Graduate Teaching Fellows in K-12 Education (GK-12) (NSF 03-532)
• Teacher Professional Continuum (TPC) (NSF 03-534)
• Centers for Learning and Teaching (CLT) (NSF 03-522)
• Information Technology Experiences for Students and Teachers (ITEST) (NSF 02-14)

• Math-Science Partnerships (MSP) (www.ehr.nsf.gov/msp) (NSF 03-541)
• Information Technology Experiences for Students and Teachers (ITEST) (NSF 02-147)
• Science, Technology, Engineering and Mathematics Talent Expansion Program (STEP) (NSF 03-548)      

Informal Education

• Informal Science Education (ISE) (NSF 03-511)
• Information Technology Experiences for Students and Teachers (ITEST) (NSF 02-147)

Technology/IT

• Information Technology Experiences for Students and Teachers (ITEST) (NSF 02-147)
• Advanced Technological Education Program (ATE) (NSF 03-523)
• Computer Science, Engineering, and Mathematics Scholarships (CSEMS) (NSF 03-501)            
• Information Technology Workforce (NSF 01-33 and NSF 02-170)
• National STEM Education Digital Library (NSDL) (NSF 03-530)
• CISE Educational Innovation Program (NSF 02-082, NSF 02-079)                       

Research

• Evaluative Research and Evaluation Capacity Building (EREC) and Research on Learning and Education (ROLE) (NSF 03-542)
• Interagency Education Research Initiative Program (IERI) (www.ehr.nsf.gov/rec)
• Centers for Learning and Teaching (CLT) (NSF 03-522)      
• Societal Dimensions of Engineering, Science and Technology (SDEST) (NSF 01-152)
• Research Experiences for Undergraduates (REU) Supplements and Sites (NSF 01-121)
• Science of Learning Centers (SLC) (NSF 03-573)

Engineering

• Bridges for Engineering Education (BEE) (NSF 02-092)
• Engineering Education Program (PD 01-1340)       

Mathematics

• Vertical Integration of Research and Education in Mathematical Sciences (VIGRE) (NSF 02-120)      

Addressing Under-representation

• ADVANCE: Increasing the Participation and Advancement of Women in Academic Science and Engineering Careers (NSF 02-121)      
• Program for Persons with Disabilities (PPD) (NSF 02-177)