Group items tagged

Cultivating Cultures for Ethical STEM (CCE STEM) funds research projects that identify (1) factors that are effective in the formation of ethical STEM researchers and (2) approaches to developing those factors in all the fields of science and engineering that NSF supports. CCE STEM solicits proposals for research that explores the following: 'What constitutes responsible conduct for research (RCR), and which cultural and institutional contexts promote ethical STEM research and practice and why?' Factors one might consider include: honor codes, professional ethics codes and licensing requirements, an ethic of service and/or service learning, life-long learning requirements, curricula or memberships in organizations (e.g. Engineers without Borders) that stress responsible conduct for research, institutions that serve under-represented groups, institutions where academic and research integrity are cultivated at multiple levels, institutions that cultivate ethics across the curriculum, or programs that promote group work, or do not grade. Do certain labs have a 'culture of academic integrity'? What practices contribute to the establishment and maintenance of ethical cultures and how can these practices be transferred, extended to, and integrated into other research and learning settings?

Cultivating Cultures for Ethical STEM (CCE STEM) funds research projects that identify (1) factors that are effective in the formation of ethical STEM researchers and (2) approaches to developing those factors in all the fields of science and engineering that NSF supports. CCE STEM solicits proposals for research that explores the following: 'What constitutes responsible conduct for research (RCR), and which cultural and institutional contexts promote ethical STEM research and practice and why?' Factors one might consider include: honor codes, professional ethics codes and licensing requirements, an ethic of service and/or service learning, life-long learning requirements, curricula or memberships in organizations (e.g. Engineers without Borders) that stress responsible conduct for research, institutions that serve under-represented groups, institutions where academic and research integrity are cultivated at multiple levels, institutions that cultivate ethics across the curriculum, or programs that promote group work, or do not grade. Do certain labs have a 'culture of academic integrity'? What practices contribute to the establishment and maintenance of ethical cultures and how can these practices be transferred, extended to, and integrated into other research and learning settings?

Ethical and Responsible Research (ER2) funds research projects that identify (1) factors that are effective in the formation of ethical STEM researchers and (2) approaches to developing those factors in all STEM fields that NSF supports. ER2 solicits proposals for research that explores the following: "What constitutes responsible conduct for research (RCR), and which cultural and institutional contexts promote ethical STEM research and practice and why?" Do certain labs have a "culture of academic integrity?" What practices contribute to the establishment and maintenance of ethical cultures and how can these practices be transferred, extended to, and integrated into other research and learning settings?" Factors one might consider include: honor codes, professional ethics codes and licensing requirements, an ethic of service and/or service learning, life-long learning requirements, curricula or memberships in organizations (e.g. Engineers without Borders) that stress responsible conduct for research, institutions that serve under-represented groups, institutions where academic and research integrity are cultivated at multiple levels, institutions that cultivate ethics across the curriculum, or programs that promote group work, or do not grade. Successful proposals typically have a comparative dimension, either between or within institutional settings that differ along these or among other factors, and they specify plans for developing interventions that promote the effectiveness of identified factors.

Cultivating Cultures for Ethical STEM (CCE STEM)funds research projects that identify (1) factors that are effective in the formation of ethical STEM researchers and (2) approaches to developing those factors in all the fields of science and engineering that NSF supports. CCE STEM solicits proposals for research that explores the following: ‘What constitutesresponsible conduct for research (RCR), and which cultural and institutional contexts promote ethical STEM research and practice and why?' Factors one might consider include: honor codes, professional ethics codes and licensing requirements, an ethic of service and/or service learning, life-long learning requirements, curricular memberships in organizations (e.g.Engineers without Borders)that stress responsible conduct for research, institutions that serve under-represented groups, institutions where academic and research integrity are cultivated at multiple levels, institutions that cultivate ethics across the curriculum, or programs that promote group work, or do not grade

The NSF ADVANCE program provides grants to enhance the systemic factors that support equity and inclusion and to mitigate the systemic factors that create inequities in the academic profession and workplaces. Systemic (or organizational) inequities may exist in areas such as policy and practice as well as in organizational culture and climate. For example, practices in academic departments that result in the inequitable allocation of service or teaching assignments may impede research productivity, delay advancement, and create a culture of differential treatment and rewards. Similarly, policies and procedures that do not mitigate implicit bias in hiring, tenure, and promotion decisions could lead to women and racial and ethnic minorities being evaluated less favorably, perpetuating historical under-participation in STEM academic careers and contributing to an academic climate that is not inclusive. All NSF ADVANCE proposals are expected to use intersectional approaches in the design of systemic change strategies in recognition that gender, race and ethnicity do not exist in isolation from each other and from other categories of social identity. The solicitation includes four funding tracks: Institutional Transformation (IT), Adaptation, Partnership, and Catalyst, in support of the NSF ADVANCE program goal to broaden the implementation of systemic strategies that promote equity for STEM faculty in academic workplaces and the academic profession.

The Ecology and Evolution of Infectious Diseases program supports research on the ecological, evolutionary, and socio-ecological principles and processes that influence the transmission dynamics of infectious diseases. The central theme of submitted projects must be quantitative or computational understanding of pathogen transmission dynamics. The intent is discovery of principles of infectious disease transmission and testing mathematical or computational models that elucidate infectious disease systems. Projects should be broad, interdisciplinary efforts that go beyond the scope of typical studies. They should focus on the determinants and interactions of transmission among humans, non-human animals, and/or plants. This includes, for example, the spread of pathogens; the influence of environmental factors such as climate; the population dynamics and genetics of reservoir species or hosts; the cultural, social, behavioral, and economic dimensions of disease transmission. Research may be on zoonotic, environmentally-borne, vector-borne, or enteric diseases of either terrestrial or freshwater systems and organisms, including diseases of animals and plants, at any scale from specific pathogens to inclusive environmental systems. Proposals for research on disease systems of public health concern to developing countries are strongly encouraged, as are disease systems of concern in agricultural systems. Investigators are encouraged to develop the appropriate multidisciplinary team, including for example, modelers, bioinformaticians, genomics researchers, social scientists, economists, epidemiologists, entomologists, parasitologists, microbiologists, bacteriologists, virologists, pathologists or veterinarians, with the goal of integrating knowledge across disciplines to enhance our ability to predict and control infectious diseases.

The Ecology and Evolution of Infectious Diseases program supports research on the ecological, evolutionary, and socio-ecological principles and processes that influence the transmission dynamics of infectious diseases. The central theme of submitted projects must be quantitative or computational understanding of pathogen transmission dynamics. The intent is discovery of principles of infectious disease transmission and testing mathematical or computational models that elucidate infectious disease systems. Projects should be broad, interdisciplinary efforts that go beyond the scope of typical studies. They should focus on the determinants and interactions of transmission among humans, non-human animals, and/or plants. This includes, for example, the spread of pathogens; the influence of environmental factors such as climate; the population dynamics and genetics of reservoir species or hosts; the cultural, social, behavioral, and economic dimensions of disease transmission. Research may be on zoonotic, environmentally-borne, vector-borne, or enteric diseases of either terrestrial or freshwater systems and organisms, including diseases of animals and plants, at any scale from specific pathogens to inclusive environmental systems. Proposals for research on disease systems of public health concern to developing countries are strongly encouraged, as are disease systems of concern in agricultural systems. Investigators are encouraged to develop the appropriate multidisciplinary team, including for example, modelers, bioinformaticians, genomics researchers, social scientists, economists, epidemiologists, entomologists, parasitologists, microbiologists, bacteriologists, virologists, pathologists or veterinarians, with the goal of integrating knowledge across disciplines to enhance our ability to predict and control infectious diseases.

DMREF is the primary program by which NSF participates in the Materials Genome Initiative (MGI) for Global Competitiveness. MGI recognizes the importance of materials science and engineering to the well-being and advancement of society and aims to "deploy advanced materials at least twice as fast as possible today, at a fraction of the cost." MGI integrates materials discovery, development, property optimization, and systems design with a shared computational framework. This framework facilitates collaboration and coordination of research activities, analytical tools, experimental results, and critical evaluation in pursuit of the MGI goals. The MGI Strategic Plan highlights four sets of goals: -Leading a culture shift in materials science research to encourage and facilitate an integrated team approach; -Integrating experimentation, computation, and theory and equipping the materials community with advanced tools and techniques; -Making digital data accessible; and -Creating a world-class materials science and engineering workforce that is trained for careers in academia or industry.

DMREF is the primary program by which NSF participates in the Materials Genome Initiative (MGI) for Global Competitiveness. MGI recognizes the importance of materials science and engineering to the well-being and advancement of society and aims to "deploy advanced materials at least twice as fast as possible today, at a fraction of the cost." MGI integrates materials discovery, development, property optimization, and systems design with a shared computational framework. This framework facilitates collaboration and coordination of research activities, analytical tools, experimental results, and critical evaluation in pursuit of the MGI goals. The MGI Strategic Plan highlights four sets of goals: -Leading a culture shift in materials science research to encourage and facilitate an integrated team approach; -Integrating experimentation, computation, and theory and equipping the materials community with advanced tools and techniques; -Making digital data accessible; and -Creating a world-class materials science and engineering workforce that is trained for careers in academia or industry.

Despite significant increases in the proportion of women pursuing science, technology, engineering, and mathematics (STEM) doctoral degrees, women are significantly underrepresented as faculty, particularly in upper ranks, and in academic administrative positions, in almost all STEM fields.  The problems of recruitment, retention, and advancement that are the causes of this underrepresentation vary by discipline and across groups of women faculty (e.g., by race/ethnicity, disability status, sexual orientation, foreign-born and foreign-trained status, and faculty appointment type).  The ADVANCE program is designed to foster gender equity through a focus on the identification and elimination of organizational barriers that impede the full participation and advancement of all women faculty in academic institutions.  Organizational barriers that inhibit equity may exist in areas such as policy, practice, culture, and organizational climate.

The grand challenge of broadening participation in STEM is to transform the STEM enterprise at all levels in order to fully engage the nation's talent for the ultimate improvement of the STEM enterprise. As a comprehensive national initiative, NSF INCLUDES aims to address the various complex equity and inclusion-related challenges and opportunities that characterize the nation's cultural and linguistic diversity, with a specific emphasis on the aforementioned groups. The goal is to achieve impact at the national level. Viewing inclusion as an asset and opportunity for social innovation, NSF is particularly interested in using approaches to scaling and growth, such as collective impact, networked improvement communities, and strategic partnerships. The objective is to develop networks that involve representative organizations and consortia from different sectors that are committed to a common agenda that comprehensively solves a specific STEM-inclusion problem. The long-term goal of NSF INCLUDES is to support innovative models, networks, partnerships, technical capabilities and research that will enable the U.S. science and engineering workforce to thrive by ensuring that traditionally underrepresented and underserved groups are represented in percentages comparable to their representation in the U.S. population.

The Ecology and Evolution of Infectious Diseases program supports research on the ecological, evolutionary, and socio-ecological principles and processes that influence the transmission dynamics of infectious diseases. The central theme of submitted projects must be quantitative or computational understanding of pathogen transmission dynamics. The intent is discovery of principles of infectious disease transmission and testing mathematical or computational models that elucidate infectious disease systems. Projects should be broad, interdisciplinary efforts that go beyond the scope of typical studies. They should focus on the determinants and interactions of transmission among humans, non-human animals, and/or plants. This includes, for example, the spread of pathogens; the influence of environmental factors such as climate; the population dynamics and genetics of reservoir species or hosts; or the cultural, social, behavioral, and economic dimensions of disease transmission. Research may be on zoonotic, environmentally-borne, vector-borne, or enteric diseases of either terrestrial or freshwater systems and organisms, including diseases of animals and plants, at any scale from specific pathogens to inclusive environmental systems. Proposals for research on disease systems of public health concern to developing countries are strongly encouraged, as are disease systems of concern in agricultural systems. Investigators are encouraged to involve the public health research community, including for example, epidemiologists, physicians, veterinarians, food scientists, social scientists, entomologists, pathologists, virologists, or parasitologists with the goal of integrating knowledge across disciplines to enhance our ability to predict and control infectious diseases.

Up to three awards of $1,500 each will be presented annually to enable recipients to complete substantive instructional research projects related to the teaching of psychology that will create resources suitable for distribution by the Office of Teaching Resources in Psychology and for posting on OTRP-Online. Proposals may be general in focus or specific to a particular psychology course or student population. Research may be empirical (e.g., an investigation to determine which strategies are most successful in preventing cheating), experiential (e.g. a critical summary and evaluation of time-tested methods of assessing learning in child development courses), or reviews of the literature on new topics in psychology  (e.g., producing an annotated bibliography of readings or Internet resources in cross-cultural psychology). Proposals to create internet sites will not be funded unless the posted resource captures the same information in a print-friendly file (.doc, .pdf, .rtf); given its mission to provide readers with high quality, peer-reviewed materials, OTRP will not link to outside Internet sources because they cannot be monitored continuously. The average IRA funding rate since tracking began in 2012 is 33 percent.

What we will consider funding: Innovative ideas for improving measurement of coverage and equity data for use by program staff and managers. Specifically, their ability to collect and deliver the right data at the right time to the appropriate audiences would benefit from: Incorporating advances in technology to support decision makers in planning and executing program strategies Integration of immunization data systems, as well as the ability to address data use demands from multiple stakeholders. Enabling a culture that supports data quality and use e.g. provides feedback on data at multiple levels. Alignment of incentives to promote reporting of accurate data above coverage estimates. Innovations in process efficiency toward improved service delivery. These may stem from lean healthcare, or other approaches, but should have the end goal of improving the experience of healthcare workers, caregivers, or both.