All posts in Limited Submission

Limited Submission: NSF 18-532 Cultivating Cultures for Ethical STEM (CCE STEM)

All current limited submission opportunities can be viewed at research.psu.edu/limitedsubs.

The Office of the Vice President for Research announces the launch of the NSF 18-532 Cultivating Cultures for Ethical STEM (CCE STEM) competition. The internal submission deadline is Friday, December 14, 2018.

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?&rdquo 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.

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Limited Submission: NSF 19-513 IUSE/Professional Formation of Engineers: Revolutionizing Engineering Departments (IUSE/PFE: RED)

All current limited submission opportunities can be viewed at research.psu.edu/limitedsubs.

The Office of the Vice President for Research announces the launch of the NSF 19-513 IUSE/Professional Formation of Engineers: Revolutionizing Engineering Departments (IUSE/PFE: RED) competition. The internal submission deadline is Thursday, December 6, 2018.

Revolutionizing Engineering Departments (hereinafter referred to as RED) is designed to build upon previous efforts in engineering education research. Specifically, previous and ongoing evaluations of the NSF Engineering Education and Centers Division program and its predecessors, as well as those related programs in the Directorate of Education and Human Resources, have shown that prior investments have significantly improved the first year of engineering students’ experiences, incorporating engineering material, active learning approaches, design instruction, and a broad introduction to professional skills and a sense of professional practice — giving students an idea of what it means to become an engineer. Similarly, the senior year has seen notable change through capstone design experiences, which ask students to synthesize the technical knowledge, skills, and abilities they have gained with professional capacities, using reflective judgment to make decisions and communicate these effectively. However, this ideal of the senior year has not yet been fully realized, because many of the competencies required in capstone design, or required of professional engineers, are only partially introduced in the first year and not carried forward with significant emphasis through the sophomore and junior years.

From FY 2014 to 2016 the Directorates for Engineering (ENG), Education and Human Resources (EHR), and Computer and Information Science and Engineering (CISE) funded 19 projects as part of the RED program, in alignment with the Improving Undergraduate STEM Education (IUSE) framework and Professional Formation of Engineers (PFE) initiative. These 19 projects are designing revolutionary new approaches to engineering and computer science education, ranging from changing the canon of engineering to fundamentally altering the way courses are structured to creating new departmental structures and educational collaborations with industry. A common thread across these projects is a focus on organizational and cultural change within the departments, involving students, faculty, staff, and industry in rethinking what it means to provide an engineering program.

In order to continue to catalyze revolutionary approaches, while expanding the reach of those that have proved efficacious in particular contexts, the RED program will support two tracks in FY19: RED Innovation and RED Adaptation and Implementation (RED-A&I). RED Innovation projects will develop new, revolutionary approaches and change strategies that enable the transformation of undergraduate engineering education. RED Adaptation and Implementation projects will adapt and implement evidence-based organizational change strategies and actions to the local context, which helps propagate this transformation of undergraduate engineering education. Projects in both tracks will include consideration of the cultural, organizational, structural, and pedagogical changes needed to transform the department to one in which students are engaged, develop their technical and professional skills, and establish identities as professional engineers. The focus of projects in both tracks should be on the department’s disciplinary courses and program.

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Limited Submission: NIH Postbaccalaureate Research Education Program (PREP) (R25)

All current limited submission opportunities can be viewed at research.psu.edu/limitedsubs.

The Office of the Vice President for Research announces the launch of the NIH Postbaccalaureate Research Education Program (PREP) (R25) competition. The internal submission deadline is Wednesday, November 7, 2018.

The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH. The over-arching goal of this NIGMS R25 program is to support educational activities that enhance the diversity of the biomedical, behavioral, and clinical research workforce.

To accomplish the stated over-arching goal, this FOA will support creative educational activities with a primary focus on Research Experiences and Courses for Skills Development. Applications are encouraged from research-intensive institutions that propose to equip recent baccalaureate science graduates from diverse backgrounds underrepresented in biomedical sciences with the necessary knowledge and skills to pursue Ph.D. degrees in these fields. The program provides support for extensive research experiences and well-designed courses for skills development aimed at preparing individuals from underrepresented backgrounds to complete doctoral degrees.

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Limited Submission: Blavatnik National Awards for Young Scientists in Chemistry, Physical Sciences & Engineering, and Life Sciences

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The Office of the Vice President for Research announces the launch of the Blavatnik National Awards for Young Scientists in Chemistry, Physical Sciences & Engineering, and Life Sciences competition. The internal submission deadline is Friday, October 5, 2018.

Now entering its sixth year, the Blavatnik National Awards recognize and celebrate America’s most innovative and promising faculty-rank scientists and engineers. Each year, one nominee in each category is awarded $250,000 and honored at the Blavatnik National Awards ceremony at the American Museum of Natural History in New York City as a Blavatnik National Laureate.

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Limited Submission: Greenwall Faculty Scholars Program in Bioethics

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The Office of the Vice President for Research announces the launch of the Greenwall Faculty Scholars Program in Bioethics competition. The internal submission deadline is Friday, September 7, 2018.

The Greenwall Faculty Scholars Program in Bioethics is a career development award to enable junior faculty members to carry out innovative bioethics research. Each year about three Greenwall Faculty Scholars are selected to receive 50 percent salary support for three years to enable them to develop their research program. Applicants must be junior faculty members holding at least a 60% appointment in a tenure series or its equivalent at a university or non-profit research institute that has tax-exempt status in the United States. Priority will be given to applicants who have not yet been considered for tenure, who have not received a comparable career development award, and whose work will have an impact on public policy, biomedical research, or clinical practice.

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