October 18, 2004

Research Proposals - Preliminary

January 06, 2005

Gender in S&E Extension Service Proposals - Preliminary

November 16, 2004

Dissemination Proposals

February 01, 2005

Research Full Proposals

April 22, 2005

Gender in S&E Extension Service Full Proposals

April 22, 2005

Dissemination Proposals

The funding for Research and Dissemination is the same as FY 2004. 

A new track is added for Gender in Science and Engineering Extension Services.  The goal of the track is to support adaptation and implementation of evidence-based practices and the use of high quality information products already developed.  It is assumed that the agents will serve a certain geographic region and specified communities within the region.  They may have a specialization by content area (engineering or information technologies, for example) or by target population.

Proposals for GSE Extension Services will require a preliminary proposal.

The FY 2004 offering of Supplements to Integrate Research-Based Practices is not continued. 

Research on Gender in Science and Engineering FY 2005 (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 extension services 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 and products.

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 enable the Foundation to meet its mission of promoting the progress of science, while facilitating the creation of a diverse, competitive, and globally-engaged U.S. workforce of scientists, engineers, technologists 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 aims 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:  investigate 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.

• Gender in Science and Engineering Extension Services: provide consulting services to educators and institutions, to enable them to adopt and embed proven 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 04-317) among others. (See https://www.nsf.gov/sbe/srs/wmpd/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.

Extension Services 

• To integrate various findings about gender in science and engineering into a unified program of change;  to facilitate the interpretation of research knowledge into practice;

• To providing consulting services in a certain geographic region, explaining in simple language the practical meaning and benefits of adopting programs, tools, or approaches that enhance the interest and persistence of female students in STEM studies through the undergraduate level, in those fields where they are underrepresented;

• To show educators how to adapt exemplary projects, research-based learning tools, pedagogical approaches, and service or support programs.

• To communicate back to researchers the problems that practicing educators find most urgent or troublesome in adopting the new methods or tools. (cf. Wilson & Daviss, 1994, pp. 17-20)

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

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 address dissemination of 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 PROPOSALS

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 - GENDER IN SCIENCE AND ENGINEERING EXTENSION SERVICES PROPOSALS

Extension Services will offer proactive dissemination, consulting, implementation assistance, and reporting on experience in the field.  They will be a conduit for understanding of research and for adoption of research-based approaches on the participation of women in science and engineering.

The Services will concentrate access to the knowledge base so that they provide expert knowledge.  They will integrate various findings into a unified program of change, and communicate it in simple language to educators within a specified region.  The word “Center” is intentionally not used, so as to indicate that the “Services” must meet the business standards of the best customer services:  proactive, responsive, quality, timely, customized for educators in the region, and informed by feedback.  (Cf. Wilson & Daviss, 1994, pp. 17-20)

“Proactive” means that there is an explicit, communicated, ambitious plan for leading change.   The plan should be developed following business best practices, for example, involving the customer.  The “quality” aspect means that the services will show sophistication and credibility in advancing “a unified program of change.”   They will utilize the latest peer-reviewed research and draw on the knowledge of researchers who have produced the knowledge base.  “Responsive” means the services understand educators and methods of effective professional development of educators.  “Customized” means that the services are in touch with the culture of the regional community and take advantage of opportunities and other resources unique to the region.  “Informed by feedback” means the services are evaluated and improved continuously.

Investigators might:

• Create a coherent and credible “unified program of change” drawing on tested approaches with a specialized theme, for example, informal educational programs for middle school students, high school, undergraduate, K-12 teacher professional development, or a content such as engineering or information technology or mathematics learning.

• Initiate seminars, workshops, online courses, tutorials or other curriculum and approaches to introduce the target population to the wealth of research and research-based resources.

• Promote a regional learning community with web-based support to change organizational commitment, policy, and action. Tie the learning to actions and action research.

• Collect, digest, and provide information about the range of resources now available on gender in science and engineering.

• Visit implementation projects as consulting partners and allies, to assist with parts of the promoted program.

The target community may be a mix of teachers, counselors, parents, community leaders, administrators, faculty, and others. (Since the aim of the services is to change educational systems, direct services to students are not in scope.) The target community should be described, especially if the design of the services is premised on special needs and interests based on educational level, race, ethnicity, economic status, and disability, in addition to gender.

Dissemination.  The Extension Services have a strong mandate to disseminate information to a regional community. In addition, there should be some plans to network with other educational improvement efforts and professional associations.

Outcome Measures. The goal of the Extension Services is not to prove a new model for dissemination or implementation. In the spirit of good management they should address methods for collecting formative feedback and for evaluating and reporting on the success of the services.

Summary of Key Characteristics. Extension Services are characteristically different from the other tracks in the following ways:

• The scope of services is clear and specific; there is a “unified program for change” developed from the latest knowledge.

• The marketing of best practices is based on rigorous and explicit criteria for defining a “best” practice, and awareness and leveraging of related efforts to define and identify “best” practices. The program takes advantage of dozens of products, guides, handbooks, tutorials, videos, and curricula already developed.

• The services have credibility for providing the best information available in education research and social science research from multiple sources.

• The team includes experts (research producers and education practitioners) in gender in science and engineering on the staff as well as through a network or partnerships. The expert credentials for peer-reviewed research and experience with programs, materials, or approaches are clear and relevant.

• The proposal shows awareness of the community and the region to be reached, its unique characteristics, and special opportunities for cooperation and leverage. The Extension Service is integrated into the geographically-based community to be served.

• The team includes expertise in consulting and customer service, and shows awareness of business standards for excellence.

• If there is a specialization or theme to the Extension Services, the rationale and resources are described.

• The scale of potential impact is proportional to the funding level.

F. REFERENCES

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

American Association of University Women (2004). Under the Microscope: a Decade of Gender Equity Projects in the Sciences.

Building Engineering and Science Talent (2004). A Bridge for All: Higher Education Design Principles to Broaden Participation in Science, Technology, Engineering, and Mathematics.  See www.bestworkforce.org

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.  See 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.  See www.nsf.gov/od/cawmset

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.    See www.aauw.org

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  See nces.ed.gov

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.  See www.ncrw.org

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)  See www.ehr.nsf.gov/ehr/hrd/pge.asp

Wilson, Kenneth G. and Bennett Daviss (1994). Redesigning Education.

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.nsf.gov/awardsearch/index.jsp). To retrieve only GSE-related awards, use the query:

• Element Code:  1544

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

• Element Code: 1544 and Keyword: mentoring
• Element Code: 1544 and Keyword: "learning community"
• Element Code: 1544 and Keyword: AZ
• Element Code: 1544 and Keyword: "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)

Anticipated funding for new grants in all tracks in FY 2005 is $6,000,000 pending the availability of funds. 

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 may be fully funded in the first year.)

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

Gender in Science and Engineering Extension Services proposals may request up to $500,000 each year for five years, pending availability of funds.   Continued funding in years four and five are contingent on performance.   Funding will be cut if performance is not satisfactory.

NSF expects to fund 10 Research proposals, 10 Dissemination proposals, and 2 Extension Services proposals, depending on the quality of the submissions and 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 the 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 applicable for Research and GSE Extension Services 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 or Discouraged based on the review of the preliminary.

The preliminary proposal 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:

RESEARCH

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.

GSE EXTENSION SERVICES

1. What is the scope of the service, in terms of geography, community, and intellectual specialization?
2. Briefly describe a unified program of change to be extended.  How will "best" practices, products, or curriculum be chosen as part of the program?
3. What is the relationship between the extension service and the community to be served?
4. What research and practitioner expertise are on the extension team?
5. Describe the methods for extension -- how will the service reach leaders in education.  What activities and products are planned for this community?
6. What is the potential impact given this scope?

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 
• EXT - for extension services proposals 

The PROJECT SUMMARY should:

• Name and describe the proposed activity (what and how) 
• Describe the research question (or hypothesis) or audience impact or service impact
• Describe the target research subjects or audience (who) or community
• State the organizations involved  (who)
• Especially highlight the contribution to knowledge, social, or human capital (why)
• Address each NSF review criterion in a separate paragraph with a heading:  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.

The Extension Services PROJECT DESCRIPTION should address:

• What is the scope of the service, in terms of geography, community, and intellectual specialization?
• What is the rationale for this scope?  (Why this scope?  What are advantages, benefits, strengths?)
• Describe a unified program of change to be extended.  How will "best" practices, products, or curriculum be chosen as part of the program?
• What is the relationship between the extension service and the community to be served?
• What research and practitioner expertise are on the extension team ?  How are they suited to the proposed scope of the service and what are their roles?
• Describe the methods for extension -- how will the service reach leader-practitioners in education.  What activities and products will be provided to the community?
• Describe the business practices for providing good extension services to the community.
• What is the potential impact of this particular service over 3-5 years?
• Describe how the services will be networked with other educational improvement efforts or professional associations.
• Describe how the service will collect formative feedback and evaluate its success. 

Research budgets may be up to $500,000.

Dissemination budgets may be up to $200,000.

GSE Extension Services budgets may be up to $2,500,000.

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

October 18, 2004
Research Proposals - Preliminary

January 06, 2005
Gender in S&E Extension Service Proposals - Preliminary

November 16, 2004
Dissemination Proposals

February 01, 2005
Research Full Proposals

April 22, 2005
Gender in S&E Extension Service Full Proposals

April 22, 2005
Dissemination Proposals

GSE Extension Services awards will be made for up to five years.  Funding for years four and five is contingent on performance, as evaluated from annual reports and site visit reports.  If performance is not satisfactory, then funding will be cut.

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 04-565)
• Instructional Materials Development (IMD) (NSF 04-562)
• CISE Educational Innovation Program (NSF 02-082, NSF 04-001)
• Engineering Education Program (PD 01-1340)                   

Teacher Preparation

• NSF Graduate Teaching Fellows in K-12 Education (GK-12) (NSF 04-533)
• Teacher Professional Continuum (TPC) (NSF 04-568)
• Centers for Learning and Teaching (CLT) (NSF 04-501)
• Information Technology Experiences for Students and Teachers (ITEST) (NSF 02-147)

• Math-Science Partnerships (MSP) (www.ehr.nsf.gov/msp) (NSF 03-605)
• Information Technology Experiences for Students and Teachers (ITEST) (NSF 02-147)
• Science, Technology, Engineering and Mathematics Talent Expansion Program (STEP) (NSF 04-548)  
• Information Technology Workforce (NSF 03-609)    

Informal Education

• Informal Science Education (ISE) (NSF 04-579)
• 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 04-541)
• Computer Science, Engineering, and Mathematics Scholarships (CSEMS) (NSF 04-506)            
• Information Technology Workforce (NSF 03-609)
• National STEM Education Digital Library (NSDL) (NSF 04-542)
• CISE Educational Innovation Program (NSF 04-001)                       

Research

• Evaluative Research and Evaluation Capacity Building (EREC) and Research on Learning and Education (ROLE) (NSF 03-542)
• Interagency Education Research Initiative Program (IERI) (NSF 04-553)
• Centers for Learning and Teaching (CLT) (NSF 04-501)      
• Societal Dimensions of Engineering, Science and Technology (SDEST) (NSF 01-152)
• Research Experiences for Undergraduates (REU) Supplements and Sites (NSF 02-136)
• Science of Learning Centers (SLC) (NSF 03-573)

Engineering

• Bridges for Engineering Education (BEE) (NSF 03-561)
• Engineering Education Program (PD 01-1340)       

Mathematics

• Enhancing the Mathematics Sciences in the 21st Century (NSF 04-600)      

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 03-587)