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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)


FY 2001

FY 2002
Current Plan

FY 2003




Curriculum, Laboratory, and Instructional Development






Workforce Development






Total, DUE






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.
  Last Modified: Sep 17, 2004


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