UNDERGRADUATE EDUCATION $135,600,000
The FY 2003 Budget Request for the Undergraduate Education
(DUE) Subactivity is $135.60 million, a decrease of $6.81 million, or
4.8 percent, under the FY 2002 Current Plan of $142.41 million.
(Millions of Dollars)
Curriculum, Laboratory, and Instructional Development
The Undergraduate Education Subactivity serves as NSF's
focal point for the improvement of undergraduate science, technology,
engineering, and mathematics (STEM) education. Priority is placed on high
quality undergraduate instruction in STEM for all students. This Subactivity
provides leadership and leveraged project support for efforts that promote
the engagement in inquiry-based learning by all undergraduate students
including disciplinary majors, prospective preK-12 teachers, prospective
technicians, and non-majors/citizens in an increasingly technological
society. Supported projects are in two-year colleges, four-year colleges,
and universities. The objectives are to improve STEM learning across the
undergraduate spectrum through the reform of courses, laboratories, curricula,
and instructional materials, and to increase the quality and quantity
of the science and engineering workforce. Emphases include integration
of learning technologies, faculty development, and preparation of teachers.
The FY 2003 reduction of $6.81 million redirects funds for other priority
items including the Math and Science Partnership (MSP), graduate student
support, and the Centers for Learning and Teaching (CLT).
Curriculum, Laboratory, and Instructional Development
($79.74 million) includes:
- National STEM Education Digital Library (NSDL) lays the foundation
for a national resource to increase the quality, quantity, and comprehensiveness
of Internet-based STEM educational resources while creating virtual
learning communities that link students, teachers, and faculty with
each other and with a wide array of educational materials and learning
tools. The FY 2003 Request will support: (1) continued implementation
of the NSDL by drawing on the results of previously-funded projects,
especially the core integration system; (2) continued development of
technical specifications and user services; (3) development of registries
and repositories of high quality educational products and services;
(4) continued support of the collections within the virtual facility
so as to increase the usability and comprehensiveness of the NSDL; and
(5) very limited production of high quality educational materials. The
FY 2003 Request is decreased by $960,000 to a level of $23.60 million.
This reduction will cause a 10 percent decrease in collections supported.
- The NSF Director's Awards for Distinguished Teaching Scholars
program seeks to engage those faculty who bring the excitement and
richness of discovery within STEM fields to all students (i.e., those
who do not currently plan scientific and technical careers and those
who do). Each recipient shares NSF's "highest honor for excellence
in both teaching and research" and receives $300,000 over four
years to continue and expand their work beyond their institutions. The
Request is held constant at $1.51 million.
- Assessment of Student Achievement in Undergraduate Education (ASA)
supports assessments of undergraduate student performance and program
quality, and provides frameworks and measurable indicators for student
academic learning outcomes and the quality of departmental and institutional
environments in support of student learning. ASA promotes the development
and dissemination of assessment practices, materials, and tools to improve
courses and curricula as a basis for improving undergraduate STEM education.
FY 2003 funding for this activity is sustained at $3.0 million.
- Course, Curriculum, and Laboratory Improvement (CCLI) strengthens
NSF's efforts to assure access to a high quality STEM education for
all students by focusing on the identification, development, adaptation
and implementation of exemplary curricular and laboratory educational
materials and instructional models. The FY 2003 Request for CCLI is
$48.63 million, a $930,000 reduction from the FY 2002 Current Plan.
This decrease means that 16 fewer CCLI Adaptation and Implementation
grants, which include equipment requests, will be awarded, and several
thousand students will forego the use of new equipment in undergraduate
research projects. CCLI funding includes the $3.0 million described
above for the ASA program.
- The Robert Noyce Scholarship Program will be initiated in FY
2002 at $5.0 million to offer scholarships for juniors and seniors who
are majoring in mathematics, science or engineering; and stipends for
science, mathematics, or engineering professionals seeking to become
teachers. Projects help recipients to obtain certification to teach
in K-12 schools and to become successful math and science teachers.
Funding for this program is reduced to $4.0 million in FY 2003.
- The STEM Talent Expansion Program (STEP) was initiated in FY
2002 at $5.0 million to support initial planning and pilot efforts at
colleges and universities to achieve an increase in the number of U.S.
citizens and permanent residents pursuing and receiving associates or
bachelor's degrees in established or emerging STEM fields. Support for
this program is reduced in FY 2003 to $2.0 million.
Workforce Development ($55.86 million) includes:
- Federal Cyber Service: Scholarship for Service (SfS)
seeks to build a cadre of individuals in the federal sector with the
skills needed to ensure protection of the nation's critical information
infrastructure. Scholarships provide support for full tuition, academic
fees, and student stipends in exchange for service in federal agencies.
Capacity building grants improve the quality and increase the production
of information assurance and computer security professionals. FY 2003
funding for this activity is increased to $11.18 million.
- Advanced Technological Education (ATE)
supports improvement in technician education by supporting (particularly
at two-year colleges and secondary schools) the design and implementation
of new curricula, courses, laboratories, educational materials, opportunities
for faculty and student development, and collaboration among educational
institutions and partners from business, industry, and government. In
FY 2003, funding for this activity is decreased by $950,000 to $38.16
million. This redirection of funds means four fewer projects will be
awarded and 3,000 fewer well-prepared technicians will enter the workforce.
- STEM Teacher Preparation (STEMTP) is the Foundation's
principal effort to strengthen the STEM content knowledge and pedagogic
skills of prospective K-12 teachers in preparation for the delivery
of standards-based instruction. Emphasis is placed on partnerships between
institutions of higher education and local school districts working
together to meet defined local/regional needs for increased quantity
and quality of teachers at various grade levels. This effort is supportive
of EHR's highest priorities, including MSP and CLT. The FY 2003 Request
is increased to $6.52 million.