Broadening Participation in Engineering (BPE)
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Apply to PD 16-7680 as follows:
For full proposals submitted via FastLane: standard NSF Proposal & Award Policies & Procedures Guide proposal preparation guidelines apply.
For full proposals submitted via Grants.gov: the NSF Grants.gov Application Guide: A Guide for the Preparation and Submission of NSF Applications via Grants.gov Guidelines applies. (Note: The NSF Grants.gov Application Guide is available on the Grants.gov website and on the NSF website at: http://www.nsf.gov/publications/pub_summ.jsp?ods_key=grantsgovguide)
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.
Full Proposal Window
October 1, 2018 - September 30, 2019
Proposals submitted to other program announcements and solicitations, including the Faculty Early Career Development Program (CAREER), must meet their respective deadlines; please refer to the deadline dates specified in the appropriate announcement or solicitation. Proposals for EArly-concept Grants for Exploratory Research (EAGER) or Rapid Response Research (RAPID) can be submitted at any time but Principal Investigators must contact the cognizant program director prior to submission. Proposals for supplements or workshops can be submitted at any time, and PIs are encouraged to contact the cognizant PD prior to submission.
The Broadening Participation in Engineering (BPE) Program is a Directorate-wide initiative dedicated to supporting the development of a diverse and well-prepared engineering workforce. Across every educational juncture (e.g., elementary, secondary, and postsecondary levels), efforts to improve engineering interests, preparation, connections, experiences, and opportunities among underrepresented groups is of major importance to BPE.
In FY 2016, aligned with NSF-wide INCLUDES, BPE is interested in funding projects that bring together multiple groups (e.g., school districts, community colleges, engineering schools, industry, philanthropy, government, etc.) and offer the greatest return on investment by producing outcomes that are scalable, sustainable, and applicable to various contexts, settings, and demographics within the engineering enterprise. For example, it is interested research projects that help us to analyze and understand the problem of insufficient interest and poorly sustained participation in engineering across underrepresented demographic groups; insignificant preparation and scarce opportunities for members of underrepresented demographic groups to learn meaningful, relevant engineering and other STEM-related content; insufficient access to support systems and social networks that raises career awareness about different engineering pathways among underrepresented groups; and structural inequalities and biases within educational and workforce systems that may influence engineering persistence.
For FY 2016, BPE is equally interested in funding demonstration projects that focus on issues associated with diversity within the engineering professoriate, with a particular interest in proposals concentrating on racial and ethnic minorities. Such projects should be informed by the current theoretical and scientific literature as well as add to the extant knowledge base. Given the breadth of targeted groups, it is expected that all institutions of higher learning (i.e., 2-year and 4-year) have at least one if not more targeted demographics that they could propose a strategy for improving diversity (e.g., creation of a professoriate preparation program for graduate students, development of a postdoctoral program, or creation of a mentoring program for early career faculty). A successful proposal should, therefore, provide appropriate data to support selection of the targeted group(s), with specific and applicable objectives, demonstrate applicable knowledge of the relevant literature on underrepresentation and describe a clear strategy for improving representation. These demonstration projects should also integrate assessment and evaluation protocols capable of measuring how well they achieve their stated objectives as part of the project management plans. The effectiveness of the proposed evaluation is one aspect of a project’s intellectual merit. Similarly, there should be evidence of clear, measureable outcomes and consideration of how the strategy will work for disparate institutions. It is expected that proposed projects would advance our knowledge of this field in many ways.
In closing, before submitting a research or demonstration project proposal to the BPE program, prospective PIs are strongly encouraged to speak to the program director to obtain guidance as to whether the proposed ideas are aligned with the strategic goals of the BPE. It is also strongly recommended that proposals be submitted to the BPE not later than the Full Proposal Target Date to enable full consideration of the proposed project for the related fiscal year's funding.