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WE ARE A COMPLEX LAND

WE ARE A COMPLEX LAND. MASLOW’S HIERARCHY OF NEEDS. DESIRE TO HELP OTHERS MEANING TO LIFE. ESTEEM NEEDS RECOGNITION & APPRECIATION. BELONGINGNESS AND LOVE NEED FOR FAMILY AND FRIENDS. SAFETY NEEDS SECURITY & FREEDOM FROM FEAR. PHYSIOLOGICAL NEEDS

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WE ARE A COMPLEX LAND

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  1. WE ARE A COMPLEX LAND

  2. MASLOW’S HIERARCHY OF NEEDS DESIRE TO HELP OTHERS MEANING TO LIFE ESTEEM NEEDS RECOGNITION & APPRECIATION BELONGINGNESS AND LOVE NEED FOR FAMILY AND FRIENDS SAFETY NEEDS SECURITY & FREEDOM FROM FEAR PHYSIOLOGICAL NEEDS FOOD, WATER, AIR, SHELTER

  3. The Knowledge Revolution Cooperation, Innovation and Entrepreneurship PEOPLE TECHNOLOGY BUSINESS SUCCESS SCIENCE TOOLS IDEAS ECONOMICS ENGINEERING

  4. THE WHOLE STORY BUDGET BUDGET JUSTIFICATION EVALUATION THE STORY INSTITUTIONALIZATION DISSEMINATION

  5. NSF MERIT REVIEW CRITERIA INTELLECTUAL MERIT • DOES IT ADVANCE KNOWLEDGE? • HOW QUALIFIED IS THE PROPOSER? • DOES IT EXPLORE CREATIVE CONCEPTS? • HOW WELL IS IT ORGANIZED? • ARE THE NEEDED RESOURCES AVAILABLE? BROADER IMPACT • DOES IT PROMOTE TEACHING AND LEARNING? • DOES IT INCLUDE PARTICIPATION OF OTHERS? • WILL THE RESULTS BE BROADLY DISSEMINATED? • HOW WILL SOCIETY BENEFIT?

  6. Criterion 1: What is the intellectual merit of the activity? Potential Considerations: • How important is the proposed activity to advancing knowledge and understanding within the field or across different fields? • How well qualified are the team members to conduct the project? Is it well organized? • To what extent does the proposed activity suggest and explore creative, original, or potentially transformative concepts? • How well conceived and organized is the proposed activity? • Is there sufficient access to resources?

  7. Criterion 2: What are the broader impacts of the proposed activity? • Potential Considerations: • How well does the activity advancediscovery and understanding while promoting teaching, training, and learning? • How does the activity include participation of underrepresented minority groups? • To what extent will it enhance the infrastructure? • Will the results be disseminated broadly? • What may be the benefits of the activity to society?

  8. PROPOSAL REVIEW Principal investigators should address the following elements in their proposal. • Integration of Research and Education One of the principal strategies in support of NSF goals is to foster integration of research and education in funded projects through the programs, projects, and activities at academic and research institutions. • Integrating Diversity into NSF Projects Broadening opportunities and enabling the participation of all citizens is essential to the health and vitality of science and engineering.

  9. The MRI Program Goals Are: • Support the acquisition, through purchase, upgrade, • or development, of major state-of-the-art equipment for research, research training, and integrated research and educational activities. • Enable academic departments, including team efforts with others, to create learning environments that integrate research and education. • Foster the development of next generation instrumentation. • Promote partnerships between academic researchers • and private sector instrument developers.

  10. GOALS AND OBJECTIVES • DESCRIBE THE RELATIONSHIP BETWEEN THE SOLICITATION AND THE INSTITUTION’S LONG TERM GOALS AND MISSION. • PROVIDE EVIDENCE ON THE COMMITMENT OF THE INSTITUTION AND ITS PARTNERS TO IMPROVE THIS AREA. (Longitudinal Databases) • MAKE CERTAIN THE BUDGET FITS THE SUMMARY PAGE GOALS / OBJECTIVES.

  11. PROJECTMANAGEMENT • PROVIDE A MANAGEMENT PLAN FOR THE • PROJECT THAT WILL ENSURE THE ACTIVITIES • WILL BE IMPLEMENTED ON TIME AND WITHIN • BUDGET. • INCLUDE AN ORGANIZATION CHART AND A • TIME TABLE FOR OBJECTIVES. • DISCUSS INTERNAL AND EXTERNAL Review • COMMITTEES. (COMMITTEES KEEP MINUTES.)

  12. Budgetary Guidelines • Equipment • Reasonable for work---Realistic • Well justified---Need established • In line with program requests • Discount • University Costs • Management • Travel • Faculty and Students

  13. PROPOSAL PREPARATION • BUDGET • Senior Personnel (PI, CoPI’s, Faculty) CAL/ACAD/SUMR • Other Personnel (Post Docs, Technicians, Students, Secretarial • Total Salaries and Wages (A+B) • C. Fringe Benefits • D. Equipment (Exceeds $5,000) • E. Travel • F Participant Support (Stipends, Travel, Subsistence, Other) • G. Other Direct Costs • Materials and Supplies • Publications/Dissemination • Consultant Services • Computer Services • Sub awards. • I. Indirect Costs (Specify Rate and Base) • M. Cost Sharing

  14. PROPOSAL PREPARATION WHAT NOT TO DO! PROJECT SUMMARY This project is designed to assist the professional development of high school teachers. Most of our teachers are not certified to teach algebra or calculus. Also, State Government has passed a Standards Based Curriculum that teachers are not ready to implement. This will benefit our minority students and teachers. The intellectual merit of the project is that it will build on the Standards activity and will have more students taking calculus. The broader impact will be that teachers will share more information through teachers meetings and students will take more mathematics and become scientists in the work force. BUDGET Personnel (Five Senior and one Clerical) $136,555 Equipment (new computer) $ 45,000 Travel $ 5,000 Participant Support (8 Teachers) $ 10,000 Other (Supplies $1000; Consultants $20,000)$ 21,000 Indirect Cost Waived

  15. EVALUATION • MUST CONFORM TO THE GPRA RULES: • INPUT-OUTPUT-OUTCOMES. • DESCRIBE THE FORMATIVE PROJECT • EVALUATION METHODS TO BE USED. • DESCRIBE THE SUMMATIVE EVALUATION • OF THE PROJECT WITH MEASURABLE • OUTCOMES THAT WILL TELL WHETHER • THE PROJECT GOALS AND OBJECTIVES • HAVE BEEN MET.

  16. DISSEMINATION • DESCRIBE HOW THE DISSEMINATION PLAN • WILL SPREAD THE INFORMATION ON • RESULTS, PROVIDE FOR AN EXCHANGE OF • INFORMATION, AND IMPLEMENT NEW • INITIATIVES. • DESCRIBE HOW THE EVALUATION DATA • WILL BE COLLECTED AND SUBMITTED FOR • USE IN THE DISSEMINATION PROCESS. • UTILIZE PARTNERSHIPS FOR EFFECTIVE • DISSEMINATION.

  17. BACKGROUND AND CONTEXT • EMPHASIZE PREVIOUS ACCOMPLISHMENTS. • PROVIDE INFORMATION ON CURRENT • PROGRAMS. • PROVIDE DATA ON CURRENT STEM • ENROLLMENT. • PROVIDE INFORMATION ON PARTNERS. • AND INSTITUTIONAL SUPPORT FOR PRESENT • PROGRAMS.

  18. Transition to the Ph.D. 2005 High School Graduation 3,100,000 Undergraduate Enrollment TOTAL 14,948,149 MINORITY 4,437,000 Four-Year Enrollment TOTAL 8,276,000 Two-Year Enrollment TOTAL 6,673,000 Assoc. Deg. 633,000 Bachelor’s Degrees TOTAL 1,402,195 (13% of all four-year students) MINORITY 309,318 STEM Graduate Enrollment TOTAL 478,472 MINORITY 81,803 STEM BS Degrees 246,OO2 MINORITY 59,446 STEM PhD Degrees TOTAL 17,980 MINORITY 1,966 FOREIGN 7,748

  19. Transition to the Ph.D. OKLAHOMA 2005 Undergraduate Enrollment TOTAL 187,245 MINORITY 47,750 Four-Year Enrollment TOTAL 114,090 Two-Year Enrollment TOTAL 73,155 Bachelor’s Degrees TOTAL 17,427 MINORITY 3,566 STEM Graduate Enrollment TOTAL 4,274 MINORITY 547 STEM BS Degrees 2,829 MINORITY 608 STEM PhD Degrees TOTAL 135 MINORITY 11 FOREIGN 62

  20. 10-8 cm 2.5 x 10-7 cm 5 x 10-4 cm 1 cm 10-8 cm 2.5 x 10-7 cm 5 x 10-4 cm 1 cm

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