Climate Change Education (CCE): Climate Change Education Partnership (CCEP) Program, Phase II (CCEP-II) Crosscutting Programs
|David B. Campbell||EHR/DRL||Jill L. Karsten|
Available Soon: Frequently Asked Questions (FAQs) for the CCEP-II solicitation
For additional information in these program areas, please contact one of the following Program Officers:
Education and Human Resources
Office of Polar Programs
Important Information for Proposers
ATTENTION: Proposers using the Collaborators and Other Affiliations template for more than 10 senior project personnel will encounter proposal print preview issues. Please see the Collaborators and Other Affiliations Information website for updated guidance.
A revised version of the NSF Proposal & Award Policies & Procedures Guide (PAPPG) (NSF 18-1), is effective for proposals submitted, or due, on or after January 29, 2018. Please be advised that, depending on the specified due date, the guidelines contained in NSF 18-1 may apply to proposals submitted in response to this funding opportunity.
The Climate Change Education Partnership (CCEP) program seeks to establish a coordinated national network of regionally- or thematically-based partnerships devoted to increasing the adoption of effective, high quality educational programs and resources related to the science of climate change and its impacts. Each CCEP is required to be of a large enough scale that it will have catalytic or transformative impact that cannot be achieved through other core NSF program awards. The CCEP program is one facet of a larger NSF collection of awards related to Climate Change Education (CCE) that has two goals: (1) preparing a new generation of climate scientists, engineers, and technicians equipped to provide innovative and creative approaches to understanding global climate change and to mitigate its impact; and, (2) preparing today's U.S. citizens to understand global climate change and its implications in ways that can lead to informed, evidence-based responses and solutions.
Each CCEP is required to include substantial involvement of representatives from each of the following communities: climate scientists; experts in the learning sciences; and, practitioners from within formal or informal education venues. This combined expertise is intended to foster innovative, trans-disciplinary advances in climate change education and insure that educational programs and resources developed by each CCEP reflect current understanding about climate science, the best theoretical approaches for teaching and learning such a complex topic, and the practical means necessary to reach the intended learner audience(s). Additional types of expertise are allowed, but these three required areas must form the core partnership. Each CCEP should be organized around either geographic regions that share similar climate change impacts, or major climate impact themes (e.g., sea-level rise).
The CCEP program is a two-phase program. CCEP Phase I (CCEP-I) projects funded in FY 2010 and FY 2011 and a sub-set of CCE projects funded in FY 2009 have focused on Partnership initiation and strategic planning for Phase II. Objectives for Phase I activities included: (1) conducting an inventory of existing climate change education resources and identifying educational needs and opportunities relevant to their particular region or theme; (2) identifying key players from relevant stakeholder communities and initiating network development; (3) convening community workshops and other community-building activities that lead toward development of a comprehensive climate change education strategic plan for that Partnership; and, (4) laying the groundwork to develop, customize, and scale-up standards-based instructional materials, professional development and training models, and other appropriate activities tailored to the Partnership's goals.
The current solicitation seeks proposals for Phase II Partnerships (CCEP-II) only. CCEP-II awardees will receive up to 5 years of funding to support full-scale implementation of mature and robust strategic plans already developed by regional or thematic partnerships to improve climate change education activities at a significant scale and meet the goals of the CCE program. Strategic plans must include well-integrated formative and summative evaluation activities conducted by an external evaluator. Prior CCEP-I funding is not an eligibility requirement, but all proposed Phase II Partnerships that did not have CCEP-I funding must demonstrate that they meet the required criteria and have undertaken activities that address the goals and objectives described in the CCEP-I program solicitation.