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Advising Researchers on Broader Impacts: Approaches at UW-Madison

Advising Researchers on Broader Impacts: Approaches at UW-Madison. Jane Harris Cramer Associate Director jhcramer@wisc.edu http://www.wisc.edu/cbe. Context. UNT, April 2009. Context. Advising researchers. UNT, April 2009. Context: UW-Madison.

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Advising Researchers on Broader Impacts: Approaches at UW-Madison

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  1. Advising Researchers on Broader Impacts: Approaches at UW-Madison Jane Harris Cramer Associate Director jhcramer@wisc.edu http://www.wisc.edu/cbe

  2. Context UNT, April 2009

  3. Context Advising researchers UNT, April 2009

  4. Context: UW-Madison • Students = 42,030 (29,153 undergrads)* • Employees = 16,368 (2,033 faculty) • Revenue • State = 20% of total • Tuition = 15% of total • Extramural = 48% of total * Figures are for 2007-08 UNT, April 2009

  5. Extramural is 54% Federal Federal Awards by Agency AgencyPercent HHS 47% NSF 23% Energy 13% Other 17% UNT, April 2009

  6. Extramural Awards by Program Program TypePercent • Research 73% • Instruction 4% • Student Aid 4% • Other 19% UNT, April 2009

  7. Context: Broader Impact UNT, April 2009

  8. Context: Broader Impact “We view the doctorate as a degree that exists at the junction of the intellectual and moral. The Ph.D. recipient is expected to serve as a steward of her discipline or profession: dedicated to the integrity of its work in the generation, critique, transformation, transmission and use of its knowledge.” -- Lee S. Shulman, President, The Carnegie Foundation for the Advancement of Teaching, part of the Carnegie Initiative on the Doctorate UNT, April 2009

  9. Context: Broader Impact “We view the doctorate as a degree that exists at the junction of the intellectual and moral. The Ph.D. recipient is expected to serve as a steward of her discipline or profession: dedicated to the integrity of its work in the generation, critique, transformation, transmission and use of its knowledge.” -- Lee S. Shulman, President, The Carnegie Foundation for the Advancement of Teaching, part of the Carnegie Initiative on the Doctorate UNT, April 2009

  10. Context: Center for Biology Education (A unit of the Institute for Cross-college Biology Education) Mission: To promote excellence in biology education at all levels Guiding principles: To be visionary, inclusive, boundary crossing, collaborative, catalytic, analytical Program areas: Undergraduate education, faculty/ future faculty development, K-12 and public outreach UNT, April 2009

  11. Center for Biology Education Strategic framework for programs • Develop specific goals and objectives in education • Define audiences, build partnerships and community connections • Emphasize diversity • Build in program evaluation and formative feedback (constant evolution) • Identify venues for dissemination UNT, April 2009

  12. Context Advising researchers UNT, April 2009

  13. Meet researchers where they are! • Objectives: • Build on researcher interest • Prepare winning proposals • Build partnerships • Promote institutional change UNT, April 2009

  14. Faculty Advising - Phase I “Education Activities as Requirements or Enhancements of Your Proposal” UNT, April 2009

  15. Faculty Advising - Phase I What worked? • Multiple perspectives (faculty, agency, partners) • Practical advice from peers • Background and concrete examples of broader impact • Partnership information What else they wanted? • Specific, just in time help • More time, more discussion • Additional follow up UNT, April 2009

  16. NSF’s Broader Impact Criterion • 1997 National Science Board approval of new merit review criteria • intellectual merit • broader impacts • Important Notice 127 Effective October 1, 2002 NSF will return without review proposals that do not separately address both merit review criteria within the Project Summary. UNT, April 2009

  17. NSF’s Broader Impact Criterion (Grant Proposal Guide, NSF 09-29, April 2009) • How well does the activity advance discovery and understanding while promoting teaching, training, and learning? • How well does the proposed activity broaden the participation of underrepresented groups? • To what extent will it enhance the infrastructure for research and education? • Will the results be disseminated broadly to enhance scientific and technological understanding? • What may be the benefits of the proposed activity to society? • NSF staff will give careful consideration to integration of: Research and Education Diversity into NSF Programs, Projects, and Activities UNT, April 2009

  18. NSF’s Broader Impact Criterion UNT Center for the Study of Interdisciplinarity (http://csid.unt.edu/) • Resources examining the broader impacts criterion • Help for researchers to address broader impacts in their grant proposals. UNT Office of Research and Economic Development • Workshops (http://research.unt.edu/training/index.htm) • “Understanding NSF Broader Impacts,” April 14 NSF Review Broader Impacts Criterion: Representative Activities, July 2007 http://www.nsf.gov/pubs/gpg/broaderimpacts.pdf Merit Review Criterion: Broader Impacts (MPS) http://www.nsf.gov/funding/pgm_summ.jsp?pims_id=13626&org=CHE&from=home UNT, April 2009

  19. Faculty Advising - Phase II • New Venue: Partnership with Delta (http://www.delta.wisc.edu/) • UW Madison arm of the Center for the Integration of Research, Teaching and Learning (CIRTL) • Mission: To design, implement, and evaluate programs for STEM future faculty development • Focus on NSF, on specific funding opportunities • CAREER Proposals • NSF Graduate fellowships Leveraging the NSF Broader-Impacts Criterion for Change in STEM Education, Mathieu, Pfund and Gillian-Daniel, Change, in press. UNT, April 2009

  20. Faculty Advising - Phase II • “Developing an Excellent Education Plan for your Faculty Early Career Development (CAREER) Program Proposal” See resources at http://www.delta.wisc.edu/events/Workshops/career.html UNT, April 2009

  21. Framework for the Plan • Start with your interests, your background and activities. • Consider carefully and explain how the broader impact plan relates to the research. • Request the funding for, and also demonstrate access to, needed resources. • Leverage with existing programs, particularly those supported by NSF. • Plan how to sustain the activities and implement them permanently, e.g. new courses, internships, etc. • Include an evaluation plan. UNT, April 2009

  22. More strategies • Propose specific objectives and feasible activities just as you do for your research. Don’t propose to do too much. • Use relevant education literature citations, including info on NSF and AAAS education priorities. • Propose something novel, something more than course development or mentoring an undergraduate. • Demonstrate an understanding of and access to your intended audience(s). Partners can help with this. • Document past experience with broader impact activities. • Include a dissemination plan, not only for information about your activities, but also for the activities themselves. UNT, April 2009

  23. What part of your research do you hope to infuse into your education plan? What audience are you targeting? Why are you targeting them? Have you considered issues of diversity and under-representation in this selection? How will you locate/recruit your proposed audience to your project? What other efforts on campus can you connect with to improve the success and impact of your efforts? Work Sheet: Your Broader Impact Plan UNT, April 2009

  24. Give 2-3 specific ideas for how you are going to implement your plan. What evidence can you provide that you can actually carry your plan out successfully? What are 2-3 objectives you are thinking of including in your education plan? What are 2-3 outcomes you hope will come out of your plan? How will you evaluate your success? How will you know if/when you have achieved each of your expected outcomes? Delta web site (http://www.delta.wisc.edu/events/Workshops/career.html) Work Sheet: Your Broader Impact Plan UNT, April 2009

  25. Evaluation: Model for training programs* • Participation: Who attended?   • Satisfaction: Were participants satisfied with the program? Did they get what they expected from participation?     • Learning: What did participants learn? What attitudes or beliefs were acquired or changed? What skills were developed? * Colbeck (2003 CIRTL Forum) adapted from Kirkpatrick (1998) UNT, April 2009

  26. Evaluation – model for training programs • Application: Did participants apply and refine knowledge, attitudes, and skills in subsequent situations of authentic practice?·     • Overall Impact: What role, if any, did participation in the program subsequently play in having a large impact, for example, in improving STEM undergraduate education. UNT, April 2009

  27. Case Study: Irena Knezevic, Electrical and Computer Eng • The core of the proposed career development plan is the development of a Virtual Nanoelectronics Lab (VNL), a broad-impact web-based educational tool. • Existing graduate level course, instructional materials createdin partnership with graduate students. • Summer research opportunities for undergraduates, with strong focus on underrepresented groups, in collaboration with the UW SURE/REU program. • Academic-year support of a female undergraduate student with a science, engineering, or math major • An important novel component is the section designed especially for high–school students. Through the RET program (administered by UW MRSEC), a high-school teacher will join the PI’s group to work on these modules. • Classroom evaluation and subsequent dissemination through MRSEC. UNT, April 2009

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