Subject: NSF Program Guideline
From: Dot Baker <[email-masked]>
To: [email-masked]
Cc: [email-masked], [email-masked], [email-masked]
Date: Fri, 22 Nov 91 15:21 EST

Hi Paul,
    I'm cc'ing this to other institutions as the same time so you
may see more than usual.   Please post this to the NIH Listserver as:
     NSFCURRDEV.911122
                      Thanks.   Dottie
PS: NOTE to Greensboro, Charlotte, and Greenville.  You will receive
some more messages that will be carbon copies of the notice I send
to Paul for posting to our listserver.  Please delete what you don't
need.
     Thanks.  Dottie
 ---------------------------- Text of forwarded message -----------------------
Title       : NSF91125-Undergraduate Curriculum Development in
              Mathematics-  Calculus and the bridge to Calculus
Type        : Program Guideline
NSF Contact : EHR
Date        : November 15, 1992
Replaces    : NSF90116

 
                   NATIONAL SCIENCE FOUNDATION
----------------------------------------------------------------

               PROGRAM ANNOUNCEMENT AND GUIDELINES

             CURRICULUM DEVELOPMENT IN MATHEMATICS:

               CALCULUS AND THE BRIDGE TO CALCULUS

 
                         Closing Date:
________________________________________________________________
 
                        February 18, 1992
________________________________________________________________
 
      DIVISION OF UNDERGRADUATE SCIENCE, ENGINEERING, AND
                  MATHEMATICS EDUCATION (USEME)
                     WASHINGTON, D.C.  20550

 
 
UNDERGRADUATE EDUCATION OF PROSPECTIVE PRECOLLEGE TEACHERS
 
     Mathematics departments seeking support for calculus renewal
should be aware of the high priority that NSF gives to the
mathematics education of future precollege teachers.  In support
of this priority, all USEME programs encourage proposals which
contribute significantly to teacher preparation or enhancement.
Proposals which include this emphasis should explain the
anticipated contribution and identify the requested funds which
support this aspect of the proposal.
 
     With its prominent position in the mathematics curriculum,
calculus has a particularly important role in the education of
science and mathematics teachers.  Calculus instructors should be
models for prospective teachers to emulate.  The calculus
experience should attract students to a teaching career.  In
developing proposals, individuals are encouraged to consider ways
that the calculus offering can attract and prepare students for a
teaching career.

 

 
 
       This program in Curriculum Development in Mathematics is an
integral part of NSF's overall plan to strengthen science,
engineering, and mathematics education throughout the United
States.  The Division of Undergraduate Science, Engineering, and
Mathematics Education also manages the following programs:
Undergraduate Course and Curriculum Development, Undergraduate
Faculty Enhancement, and Instrumentation and Laboratory
Improvement.  Information concerning these and other related
programs is provided in the back of this publication.
 
                            INQUIRIES
 
     Questions about this program may be directed to the NSF staff
by contacting:
 
          Curriculum Development in Mathematics Program
          Division of Undergraduate Science, Engineering, and
        Mathematics Education
          Room 639
          National Science Foundation
          Washington, D.C. 20550
          Telephone:  (202) 357-7051
 
          Electronic mail:  Bitnet: undergrad@nsf
          Internet: [email-masked]
          TDD:(202) 357-7492

 

 

 

 

 

 

 

 

 

 
Curriculum Development in Mathematics: CALCULUS AND THE BRIDGE TO
CALCULUS

 
CONTENTS
_____________________________________________________________
 
I.   Introduction............................................
 
II.  Program Description
      A. Purpose.............................................
      B. Progress to Date....................................
      C. Eligible Activities.................................
      D. Equipment...........................................
 
III. Review Criteria.........................................
 
IV.  Proposal Submission.....................................
 
V.   Inquiries...............................................
 
VI.  Other Undergraduate Programs............................

Appendix I     NSF Form 1225, Information About Principal
               Investigator
Appendix II     Cover Sheet for Proposals
Appendix III     Project Summary Form
Appendix IV     NSF Form 1030, Proposal Budget
Appendix V     Summary of Current and Pending Support
Appendix VI     Disclosure of Lobbying Activities

 
UNDERGRADUATE SCIENCE, ENGINEERING, and MATHEMATICS EDUCATION
Curriculum Development in Mathematics:
  CALCULUS AND THE BRIDGE TO CALCULUS

 
I. INTRODUCTION

     The National Science Foundation (NSF) announces the
continuation of a program of activities directed toward the
improvement of mathematics education.  This program is managed by
the Division of Undergraduate Science, Engineering, and Mathematics
Education with the cooperation of the Division of Mathematical
Sciences and the Division of Materials Development Research and
Informal Science Education.
 
     The emphasis of the program has been shifted from the
development of pilot projects involving a limited number of
calculus students at the undergraduate level to the revitalization
of calculus instruction on a large scale, involving students at
both the collegiate and secondary levels.  The program seeks
creative and innovative ways to adapt previously developed models
so that they can be effective in different educational settings;
the program, however, continues to seek design and development of
totally new approaches.  Assessment, evaluation, and dissemination
activities should form important components of all projects.  The
program has also been broadened to include preparation for calculus
and the interface between the senior year in high school and the
freshmen year in college.  It is anticipated that initially the
primary activity addressing issues involving calculus preparation
will be conferences and workshops.
 
     The effectiveness of undergraduate instruction in mathematics
determines the participation level of individuals in a
scientifically sophisticated society.  Calculus has traditionally
been the prerequisite for study in science and engineering, and it
now has a similar position for study in an even wider variety of
academic disciplines.  Thus, calculus is a critical link between
secondary mathematics and essentially all advanced studies that
support a scientific and technical society.  In its "choke point"
position, it can be the barrier that many claim that it is, or it
can be an attractive milestone that encourages and challenges
students to further advanced study.

 
II. PROGRAM DESCRIPTION

A. Purpose
 
     By the mid-eighties, a number of factors had convinced the
science, engineering, and mathematics community that curriculum
reform in calculus was needed, and that the time was ripe for a
concerted effort.  These included:

           -Completion rates in calculus courses are
            unacceptably low, a situation that raises serious
               concerns about the preparation of students and the
 
           effectiveness of calculus instruction.
 
           -Those students who pass calculus courses are
          frequently unprepared to use the material in solving
       problems from other disciplines.
 
           -While calculus is frequently a requirement for
             advanced work in other disciplines, the intent of
            that requirement in terms of prerequisite knowledge or
          skills is frequently unclear.
 
          -The typical calculus course captures little
                of the spirit and excitement of current
                developments in mathematics.
 
           -Instructors question the traditional emphasis on
           manipulation skills and the effectiveness of current
              methods of assessment, calling for revised approaches
               that will increase student understanding.
 
           -Newly available technologies and experiences with a
              variety of instructional strategies provide the means
               to challenge widely adopted modes and priorities of
               instruction.
 
     Extensive discussions in the mathematical sciences community
have resulted in several publications.  For example, there are the
proceedings of two conferences published by the Mathematical
Association of America (MAA):  Toward a Lean and Lively Calculus
from the Tulane conference on calculus sponsored by the Sloan
Foundation and Calculus for a New Century from a major symposium
on calculus sponsored by the Sloan Foundation and the National
Academy of Sciences.  In addition, MAA has published The Laboratory
Approach to Teaching Calculus (MAA Notes 20) and a report titled
Priming the Calculus Pump:  Innovations and Resources, which
contains a detailed description of ten calculus curriculum
development projects and abstracts of more than 60 other projects.
The National Council of Teachers of Mathematics has published the
Professional Standards For Teaching Mathematics and the Curriculum
and Evaluation Standards for School Mathematics, documents which
set forth goals and standards for mathematics teachers and
education in our schools.  More recently, the National Research
Council has released Moving Beyond Myths:  Revitalizing
Undergraduate Mathematics, a report which calls for change in
mathematics education at the college and university levels, and the
MAA has released A Call For Change: Recommendations for the
Mathematical Preparation of Teachers of Mathematics.

 

 
B. Progress to Date
 
     In the nearly six years since the Tulane Conference, faculty
nationwide have implemented major changes in calculus instruction.
While approaches have varied greatly, the emphasis has been on
raising students' conceptual understanding, problem solving skills,
analytical and transference skills; and on implementing new methods
that reduce tedious calculations and place the student more in the
role of an active learner.  Approaches have included, for example,
student projects, cooperative learning, writing, and an increased
emphasis on numerical and graphical viewpoints.  Some of the
projects have had support provided by the first five years of this
program, some have received other external support, and others have
been developed with only local, institutional support.  Information
concerning more than 70 projects is included in the MAA CRAFTY
report.  Additional reports are included in issues of UME TRENDS
and have been presented at conferences and at sessions of meetings
of professional societies.
 
     As indicated in the CRAFTY report, many of the approaches have
been highly successful.  Some programs involve faculty from a
number of institutions, while some involve sections of calculus
taught by those not directly involved in the development of the new
approach.  However, most of the new approaches have yet to be
introduced on a large scale.  Typically, a few special sections of
calculus are taught under an alternate approach while the vast
majority of students are in other sections.
 
      There are serious obstacles which must be overcome for a
revitalized calculus course to be implemented on a large scale; for
example, insufficient institutional support, unreceptiveness of
faculty to consider change, difficulties encountered in utilizing
graduate students and part-time instructors, and nonportability of
software and other materials.  Overcoming the obstacles and
instituting widespread renewal of calculus instruction may present
the greatest challenge faced in the calculus reform effort.
 
                     C. Eligible Activities
 
     This program provides support for projects that deal with all
the topics of one and two-year calculus sequences, including linear
algebra and differential equations.  In addition, it is anticipated
that conferences and workshops to consider preparation for the
renewed calculus will be supported.

Large Scale Curriculum Revision Projects.       The existence of
prototype calculus courses is insufficient.  The challenge now is
to increase significantly the percentage of students studying
calculus under renewed approaches.  This year the primary emphasis
of the NSF Program will be on the development of curriculum and
courses that involve large numbers of students in renewed calculus
courses.  Projects funded under this category may be regional or
local in nature and will adapt, refine, and implement approaches
that may have already been developed and tested, at least on a
small scale.  These projects will involve at each participating
institution a substantial proportion of the calculus students and
of the instructors who normally teach calculus.  The approaches
being adapted need not have been supported by NSF.

     Projects funded in this category are expected to serve as
models for large scale implementation of revitalized calculus
instruction.  Although institutions are primarily responsible for
the costs of reformulating instructional delivery in implementing
innovative curriculum changes, NSF can provide funding assistance
for lead faculty to make the necessary adaptations and refinements
of the approach to be implemented, for travel for project related
activities, for workshops to familiarize all instructors with
details of the renewed approach, for workshops especially designed
to provide assistance for graduate teaching assistants, for
assessment and dissemination efforts, and for materials and
supplies.  Cost sharing by participating institutions is expected.
NSF funds may not be used for regular instructional delivery costs
or to replace such costs.  Awards may be made for up to four years,
but most awards will be for three years or less.
 
     Proposals from individual institutions are solicited and
proposals from formal or informal consortia of institutions are
especially encouraged.  The extent to which the implementation
pervades the calculus curriculum at the institution, or
institutions, is a key factor in selecting successful proposals.
Proposals should include detailed plans for dissemination and for
the involvement of other academic disciplines.  Assessment and
evaluation of student learning, faculty development, and
institutional commitment will be an important component of all
projects.  Proposals should include an assessment and evaluation
plan that addresses these and other aspects of the project.  If
appropriate, projects funded will receive assistance in providing
additional data and information to NSF that is required as part of
a national longitudinal study of the impact of the curriculum
revision projects.  Examples of models are given in the following
paragraphs.

STATEWIDE OR LOCAL CONSORTIA:  A consortium could include
universities, four-year colleges, two-year colleges, and secondary
schools.  The activities should involve several types of
instructors:  Advanced Placement (AP) instructors, non-AP secondary
calculus instructors, full-time college faculty, adjunct faculty,
part-time instructors, and/or graduate teaching assistants.  The
consortium could adapt and implement a previously developed model
or choose several promising approaches from a number of pilot
projects.

DISSEMINATION PROJECTS:  Under this model, a consortium of
institutions organized by individuals who developed and piloted a
promising new approach would submit a proposal to adapt, refine,
and implement this approach at the other institutions.  The
participating institutions could be secondary schools, two-year
colleges, four-year colleges, or universities; or the consortium
could be composed of a variety of types of institutions.

 
FULL IMPLEMENTATION AT LARGE INSTITUTIONS:  Under this model one
or more two-year colleges, four-year colleges, or universities with
very large calculus enrollments would propose a plan in which the
renewed approach would involve all calculus students.  The plan may
proceed in stages over two or three years.  The plans of this
consortium could include adapting material developed elsewhere,
implementing a faculty enrichment program which is supportive of
the project, developing alternate delivery systems, and providing
ongoing training for graduate assistants during their teaching
experience.

FULL IMPLEMENTATION THROUGHOUT UNIVERSITIES/COLLEGES AND SCHOOL
SYSTEM(S):  Under this model a large secondary school system or a
group of systems in conjunction with participating colleges or
universities would consider, refine, and implement new approaches
for teaching calculus.  Materials developed at other secondary
schools or at colleges or universities could be adapted. These
projects could provide valuable insights to assessment concerns in
the context of the continuum of mathematics education; for example,
implementation of alternative assessment instruments and analysis
of the effectiveness of standard, short answer tests, such as the
AP, CLEP, or statewide standardized exams.
 
     Other models of consortia are possible and proposals based on
entirely different models are welcome.

New Development Projects  The program will continue to support
particularly promising new initiatives, including major
comprehensive curriculum development projects and highly focused
entrepreneurial efforts.  Proposals in this area should clearly
explain the relationship of the proposed work with related
materials and models which have been developed elsewhere.  An
integral component of the proposed project should be assessment of
student learning and other aspects of the project.  Dissemination
plans should be provided.  The following areas are of particular
interest:
 
o     Development of innovative materials for use in both
undergraduate and AP Calculus courses
 
o     Second year calculus, including linear algebra and
     differential equations
 
Preparation for Calculus: conferences, workshops  Efforts to
revitalize calculus and its teaching are occurring simultaneously
with major widespread efforts to reform school mathematics, K-12.
This reform, spearheaded by the Curriculum and Evaluation Standards
for School Mathematics of the National Council of Teachers of
Mathematics, is designed to introduce more of the breadth and power
of the mathematical sciences to all students.  The skills most
valued--confidence, flexibility in problem solving, reasoning, and
communication--are shared with the new calculus programs.  Also
shared is a commitment to active approaches to learning and full
use of calculators and computers as tools for doing mathematics.
 
     The fact that the teaching of mathematics is undergoing change
at the secondary level as well as the collegiate level makes it
particularly important that the interface between these levels be
seriously addressed.  Therefore,it is anticipated that support for
a limited number of conferences and workshops to consider
appropriate preparation for calculus will be provided.  These
workshops could bring together individuals who have been leaders
in efforts to reform the secondary curriculum, individuals with
experience in teaching courses at the collegiate or secondary level
which have prepared students for the traditional calculus course
and for revised calculus courses, and individuals who have been
active in developing calculus courses at the secondary or
collegiate levels.  Participants in these workshops will share
their visions of what preparation students should receive for the
renewed calculus courses.  The workshops should result in
publications that would communicate the discussions and conclusions
to the mathematics and scientific community.

D. Equipment
 
     The Undergraduate Curriculum Development program provides
support for the development, adaptation, refinement, and
implementation of prototypical instructional materials and model
curricula and generally does not provide for equipping
laboratories.  Normally, the acquisition of necessary equipment is
the responsibility of the institution.  However, the Foundation can
provide support for the development and implementation of advanced
technology applications.  Leasing of equipment may be appropriate
in some cases.  In addition, in some special cases support can be
provided for curriculum development projects for a modest amount
of equipment if that equipment is necessary for completion of the
proposed project.  In this case, the proposing institution must
agree to provide matching funds in an amount equal to or greater
than the funds provided by the Foundation for the acquisition of
equipment.

 
III. REVIEW CRITERIA
 
     Proposals will be evaluated in accordance with the criteria
outlined in Grants for Research and Education in Science and
Engineering. These criteria deal with:
 
           -Intrinsic merit of the proposed project;
 
           -Capability of investigator(s) to carry out the proposed
            work;
 
          -Expected impact of the proposed project;
 
           -Relevant context of the proposed project.

 
     As appropriate, proposals will be evaluated as to
effectiveness in addressing the following:
 
     - Description of the proposed materials (e.g., textbooks,
           pamphlets, videotapes, software);
 
     - Identification of instructor needs and description of
  plans for appropriate instructor development;
 
     - Communication of the project's vision for a reformed
        curriculum and dissemination of the developed materials;
 
     - Evaluation and assessment of student learning, faculty
         development, institutional commitment, and other aspects
of        the project;
 
     - Participation of multiple academic disciplines and
             institutions.
 
     Proposals submitted in the Large Scale Curriculum Revision
category will be evaluated with further consideration given to the
following:

  -  The pervasiveness of the implementation; in particular, the
     number and percentage of the calculus students and faculty
     that will be involved at each participating institution;
 
  -  Plans for enlisting faculty to teach using the new approaches,
     for familiarizing faculty, part-time instructors, and/or
     teaching assistants with the new approach, and for providing
     training that may be needed to implement the new approach;
 
  -  Plans to evaluate the effects of the increase in scale and to
     institutionalize the new approach;
 
  -  The cost per student and the nature of institutional support.

     The Foundation is especially concerned about the large numbers
of women, minorities, and disabled students who choose not to
continue their study of mathematics through calculus and beyond,
thereby closing their career options in engineering, mathematics,
and the sciences.  All projects should make a special effort to
make calculus relevant and interesting for these students.
Proposals targeted specifically at one or more of these populations
are also eligible and are encouraged.
 
     Contributions from participating institutions, beneficiaries
or other sources are strongly encouraged.  These might be in the
form of in-kind services, facilities, direct contributions, release
time for participating instructors, etc.  Such participation
provides assurance of the importance assigned to the project and
its continuation after NSF funding has ended.  Additional detailed
statements of long term commitments from university officials for
future support and resources are also encouraged.

IV. PROPOSAL SUBMISSION
 
     For guidance on the specifics of proposal preparation,
proposers should consult Grants for Research and Education in
Science and Engineering (NSF 90-77). This document includes
detailed information on proposal preparation and processing and on
grant administration. This publication can be obtained from the
Forms and Publications Unit, National Science Foundation, 1800 G
Street NW, Washington, D.C. 20550.
 
     Proposals are invited from two-year colleges, four-year
colleges, universities, professional societies, consortia of
institutions, and other education-related organizations in the
United States and its territories.  Proposals from a formal
consortium should be submitted by the consortium; proposals from
an informal consortium should be submitted by one of the member
    schools.
 
     The Foundation welcomes proposals from all qualified
scientists, engineers and mathematicians, and strongly encourages
women, minorities, and persons with disabilities to compete in the
development programs described in this document.  In accordance
with Federal statutes and regulations and NSF policies, no person
shall be excluded on grounds of race, color, age, gender, national
origin, or disability from participation under any program or
activity receiving financial assistance from the National Science
Foundation.
 
     Curriculum Development Project Proposals must be postmarked
by February 18, 1992 to ensure inclusion in the competitive review
process established for this program and the projects should be
scheduled to begin no sooner than August 15, 1992.
 
     Materials required:
 
           Ten legible copies of the complete proposal;
 
          One copy of the NSF form 1225, attached to the
           signature copy of the proposal only;
 
           One set of extra forms, stapled into a unit and
          containing:
                    One copy of the Cover Sheet,
                     One copy of the Budget, and
                     One copy of the Project Summary Form.
 
     This material should be submitted to:
 
           Proposal Processing Unit for
           Undergraduate Curriculum Development in Mathematics
          Program
          NSF Announcement No. 91-125
          Room 223
           National Science Foundation
           1800 G Street, N.W.
           Washington, D.C. 20550

 

 

 
     The following requirements also must be met:
 
     -All materials submitted to the Foundation must be
          contained in a single package.  Secure packaging is
              mandatory.  The Foundation cannot be responsible for
     the      processing of proposals damaged in transit.
 
     -Each copy of the proposal should be on standard size
          duplicating or mimeograph paper of regular weight.  It
            should be stapled only in the upper left corner.  All
           pages should be numbered at the bottom.  Typing of the
            narrative must be double-spaced.
 
     -One copy must be signed both by the principal
          investigator and by an administrative official who has
             been designated as an Authorized Institutional
               Representative.
 
     Do Not:
 
     -Send video tapes, computer diskettes, slides, etc.
 
     -Staple the sets of extra cover sheets, project summary
              forms, and budgets to a proposal.
 
     -Put covers on the proposals.

V. INQUIRIES
 
     Preliminary inquiries about curriculum development projects
should be directed to:
 
     Curriculum Development in Mathematics Program
     Division of Undergraduate Science, Engineering, and
       Mathematics Education
     Room 639
     National Science Foundation
     Washington, D.C.  20550
     Bitnet: undergrad@nsf  Internet: [email-masked]
     Telephone 202/357-7051 or 202/357-9644
 
     NSF has TDD (Telephonic Device for the Deaf) capability which
enables individuals with hearing impairment to communicate with the
Division of Personnel and Management for information relating to
NSF programs, employment, or general information.  This number is
(202) 357-7492.
 
     Only one (1) copy of NSF Form 1225, Information about
Principal Investigator/Project Director, should be sent, attached
to the original signed proposal.
 
     Proposals may also be submitted electronically.  Contact the
Electronic Proposal Submission Program Director, Office of
Information Systems (OIS), phone (202) 357-9767 for information.

GRANT
 ADMINISTRATION
 
     Grants awarded as a result of this announcement (solicitation)
are administered in accordance with the terms and conditions of NSF
GC-1, "Grant General Conditions," or FDP-II, "Federal Demonstration
Project General Terms and Conditions," depending on the grantee
organization.  Copies of these documents are available at no cost
from the NSF Forms and Publications Unit, phone (202) 357-7861, or
via e-mail (Bitnet:pubs@nsf or Internet:[email-masked]).

VI. OTHER RELATED PROGRAMS

The NSF Guide to Programs (NSF 90-25) briefly describes all
Foundation programs, most of which are open to all institutions.
It is available at most institutions or may be obtained by
contacting the Forms and Publications Unit, Room 232, NSF,
Washington, D.C. 20550 (202/357-7861).  Requests by electronic mail
may be sent to BITNET: pubs@nsf or INTERNET: [email-masked].  Please
include the NSF publication number and title, the number of copies,
and a complete mailing address.  Some related programs are
described below.

o          Undergraduate Course and Curriculum Development provides
           support to plan and develop curricula for introductory
           level courses with the goal of improving the learning
           environment in science, engineering, and mathematics for
           all students. Grants provide for planning,
           implementation, assessment, and dissemination of
           projects.  Additional information may be obtained from
           the Division of Undergraduate Science, Engineering, and
           Mathematics Education, Room 639, NSF, Washington, D.C.
           20550 (202) 357-7051 (brochure NSF 91-50).
 
o          Undergraduate Faculty Enhancement offers grants for
           undergraduate faculty seminars and conferences to
           provide opportunities for groups of faculty to learn
           about new techniques and new developments in their
           fields.  Awards are made to conduct seminars, short
           courses, workshops or similar activities for groups of
           faculty members from outside the grantee institution.
           For further information contact the Division of
           Undergraduate Science, Engineering, and Mathematics
           Education, Room 639, NSF, Washington, D.C. 20550
           (202) 357-7051 (brochure NSF 90-112).
 
o          Instrumentation and Laboratory Improvement provides
support  for projects to develop new or improved instrument-based
undergraduate laboratory courses in science, mathematics, or
engineering.  In addition, the program funds a small number  of
Leadership Projects in Laboratory Development which  provide
support for expenses beyond instrumentation in  development
projects of wide significance.  For additional  information contact
the Division of Undergraduate Science,  Engineering, and
Mathematics Education, Room 639, NSF,  Washington D.C. 20550 (202)
357-7051 (brochure NSF 91- 84).
 
o     Research Experiences for Undergraduates (REU) provides an
      opportunity for college students to gain hands-on experience
      in science, mathematics, or engineering research programs or
      equivalent projects conducted with the needs of
      undergraduates in mind.  The program provides funds to
      operate REU Research Participation Sites.  Each such site
      usually will involve several college students.  REU also will
      supplement ongoing NSF research awards to enable them to
      provide research training experience for one or two
      undergraduates.  More information is available through the
      REU brochure, NSF 91-78 (copies of which may be obtained from
      the Forms and Publications Unit, NSF, Washington, D.C.
      20550), or from the Senior Staff Associate for Cross
      Directorate Programs (202) 357-7579.
 
o          Teacher Preparation supports the development and
evaluation  of innovative approaches to the preservice preparation
of  teachers, creative materials for teacher education, and
research on factors affecting the recruitment and preparation  of
teachers.  Projects should emphasize a solid foundation in
science, mathematics, and/or technology, and rigorous  attention
to effective teaching practices, including the use  of advanced
instructional technologies.   For additional  information contact
the Division of Teacher Preparation and  Enhancement, NSF,
Washington D.C. 20550 (202) 357-7073  (brochure NSF 87-10).
 
o          Teacher Enhancement supports the development of
           effective  approaches and creative materials for the
           continuing  education of elementary, middle, and
           secondary school  mathematics and science teachers.
           Projects should emphasize  both content and pedagogy,
           help teachers develop and exercise  leadership
           qualities, and provide opportunities for  continuing
           professional growth and interaction.  For  additional
           information contact the Division of Teacher  Preparation
           and Enhancement, NSF, Washington D.C. 20550 (202)  357
           -7073 (brochure NSF 87-10).
 
o          Instructional Materials Development offers grants for
           development of new or improved materials and strategies
           that  support science, mathematics, and technology
           instruction.   Materials must emphasize both content
           knowledge and effective  strategies for student and
           teacher learning.  These include  printed materials,
           computer software, video materials,  manipulatives,
           laboratory equipment, and other materials that  assist
           in instruction.  The program is especially concerned
           with innovation as well as issues of implementation and
           dissemination and encourages cooperative efforts with
           publishers and school systems.  For additional
           information  contact the Division of Materials
           Development, Research, and  Informal Science Education,
           NSF, Washington D.C. 20550 (202)  357-7452 (brochure
           NSF 88-27).

 

APPENDIX I: NSF FORM 1225
 
APPENDIX II: NSF FORM 1207

 

 
 
                                                    APPENDIX III

 

 
       UNDERGRADUATE CURRICULUM DEVELOPMENT IN MATHEMATICS
                   NATIONAL SCIENCE FOUNDATION
                      Project Summary Form
 
Type all entries. See the reverse side for instructions and codes
to be used in filling out this form.
 
                    Major Discipline Code:  21

1. Focus Code:_ _
 
2. Highest Degree Code: _
 
3. Audience Code:_ _ _ _ _
 
4. Institution Code: _ _ _ _
 
5. Name of Institution:_________________________________________
 
6. Name of Principal Investigator:______________________________
 
7. Project Title:_______________________________________________
 
                 _______________________________________________
 
8. Estimated number of undergraduate students whose course will
 
be influenced over the next 5 years: _____
 
9. Summary of Proposed Work:

 

 

 

 
 
NSF Form 1295 (9/91)

   INSTRUCTIONS AND CODES FOR COMPLETING PROJECT SUMMARY FORM

Item 1. Enter the Focus Code to indicate whether the project will
improve Undergraduate Lower Division (LO) or Secondary School (SS).
 
Item 2. Enter the Highest Degree Code to indicate the highest
degree offered in science or engineering by any department on the
campus submitting this proposal: (A=Associate; B=Baccalaureate; M
= Masters; D=Doctorate; N=Not Applicable).
 
Item 3. Enter (in any order) as many Audience Codes as apply to
indicate if this project has, as a significant component, science
or engineering education for any of these groups: W=Women;
M=Minorities; D=Disabled; T=Pre-service Teachers; C=Continuing
Education. EACH GROUP CLAIMED MUST BE SUBSTANTIATED IN THE PROPOSAL
NARRATIVE.
 
Item 4. Enter the Institution Code to indicate whether the
institution is: PUBL=Public; PRIV=Private; CONS=Consortium.
 
Item 5. Enter the Name of the Institution, including the branch or
campus.
 
Item 6. Enter the Name of the Principal Investigator.
 
Item 7. The Project Title should be as descriptive as possible in
order to allow the project to be subject-classified by its title
alone.
 
Item 8. Enter the Number of Students who are likely to be affected
by the project over the next five years.
 
Item 9. The Summary of the Proposed Work should be a concise
description of the project. It is limited to 18 single-spaced
lines. Care should be taken when writing the Summary - it is the
reviewer's first impression of the project's merit. If the project
is supported, the Summary will be published by NSF.

APPENDIX IV: NSF FORM 1030
 
APPENDIX V:  NSF FORM 1239
 
(This page on the inside back cover)
 
     The Foundation welcomes proposals on behalf of all qualified
scientists, engineers and engineering educators, and strongly
encourages women, minorities, and persons with disabilities to
compete fully in any of the education and research programs
described in this document.
 
     In accordance with Federal Statutes and regulations and NSF
policies, no person on grounds of race, color, age, sex, national
origin, or disability shall be excluded from participation in,
denied the benefits of, or be subject to discrimination under, any
program or activity receiving financial assistance from the
National Science Foundation.
 
     Facilitation Awards for Scientists and Engineers with
Disabilities provide funding for special assistance or equipment
to enable persons with disabilities (investigators and other staff,
including student research assistants) to work on an NSF project.
See the program announcement (NSF Publication 91-54), or contact
the Program Coordinator in the Directorate for Education and Human
Resources.  The telephone number is (202) 357-7461.
 
     The Foundation has TDD (Telephonic Device for the Deaf)
capability, which enables individuals with hearing impairments to
communicate with the Division of Personnel and Management for
information relating to NSF programs, employment, or general
information.  This number is (202) 357-7492.
 
     This program is described in the Catalog of Federal Domestic
Assistance categories:
 
     47.041 Engineering
     47.049 Mathematical and Physical Sciences
     47.050 Geosciences
     47.051 Biological, Behavioral and Social Sciences
     47.070 Computer and Information Sciences and Engineering
     47.071 Undergraduate Science, Engineering and Mathematics
Education

    SPECIAL REQUIREMENTS FOR USE OF ANIMALS, HUMAN SUBJECTS,
RECOMBINANT DNA
 
     If any activity in the proposed work is likely to involve
using non-human vertebrate animals, human subjects, or recombinant
DNA techniques, the appropriate block on the cover sheet must be
checked.  In such proposals, the narrative must contain an
assurance that the proposing institution complies with the relevant
guidelines issued by the National Institutes of Health in the Guide
for the Care and Use of Laboratory Animals (NIH Publication 85-
23.  Revised 1985.)  The particular attention of the proposers is
directed to "U.S. Government Principles for the Utilization and
Care of Vertebrate Animals Used in Testing, Research and Training,"
to be found in the Appendix of that Guide.  A copy of these
Guidelines can be obtained from the Division of Research Services,
Building 31, Room 4B59, National Institutes of Health, 9000
Rockville Pike, Bethesda, MD 20892.  (NSF does not maintain a
supply of this document.)

            PRIVACY ACT AND PUBLIC BURDEN STATEMENTS
 
     The information requested on the application materials is
solicited under the authority of the National Science Foundation
Act of 1950, as amended.  It will be used and disclosed in
connection with the selection of qualified proposals.  See NSF-50
System of Records, "Principal Investigator/Proposal File and
Associated Records", 55 Federal Register 12073 (March 30, 1990).
Submission of the requested information is voluntary.  Failure to
provide full and complete information, however, may reduce the
possibility of your receiving an award.
 
     Public reporting burden for this collection of information is
estimated to average 120 hours per response, including the time for
reviewing instructions, searching existing data sources, gathering
and maintaining the data needed, and completing and reviewing the
collection of information.  Send comments regarding this burden
estimate or any other aspect of this collection of information,
including suggestions for reducing this burden, to:
 
               Herman G. Fleming
               Reports Clearance Officer
               Division of Personnel and Management
               National Science Foundation
               Washington, DC 20550
 
     and to:
 
               Office of Management and Budget
               Paperwork Reduction Project (3145-0058)
               Washington, DC 20503

 
OMB 3145-0058
PT: 25
KW: FF, DD, 11
     0600000
     1000000
     1010000
     0502031
     0502042
 
NSF 91-125

..stis file is nsf91125
..expires August 1992
 
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