Catherine OReilly: This year? No, is it just us?
Catherine OReilly: But we can still record, Do it and record it and get it posted. So yeah,
Sally OConnor: he's
How about If you wait a couple of minutes, Maybe someone should work
Catherine OReilly: you.
Catherine OReilly: It's it's it's It's it's, it's it's it's it's it's it's it's it's it's it's it's, it's it's it's it's it's it's it's it's it's, it's it's it's a
Sally OConnor: i'm, going to
Catherine OReilly: it's a sign of how much outreach we have to do
Sally OConnor: tomorrow.
Aruna Kilaru: Yeah,
Catherine OReilly: i'm gonna do another one of these with my our Eu community. And I won't be well attended
Catherine OReilly: because they have the infrastructure for doing this?
Aruna Kilaru: Yeah,
Catherine OReilly: yeah, as long as they have the teacher community, right? Because yeah, there's a there's a bit of a um. You have to be in the right place to have the teachers to do it if you want to do it locally.
Catherine OReilly: Yeah. Yeah. I mean, I think that is, I think that is really strong. But that's a different situation, right?
Catherine OReilly: Running a whole program.
Aruna Kilaru: So i'm seeing some.
Sally OConnor: Oh,
Sally OConnor: they are.
Catherine OReilly: It does. Yeah, we have only two participants.
Sally OConnor: Yeah. So we do want to go ahead and um!
Catherine OReilly: They probably can hear our conversation too, right,
Sally OConnor: and they're not stored.
Sally OConnor: Ten slides are about ten minutes, so
Sally OConnor: So let me not tell him what he promoted them.
Sally OConnor: Yeah, I sent a request to them. They need to. Uh, Okay. So until they're not gonna. Okay, we? I cannot.
MEM-Tamim Wessal: I' you for them.
Sally OConnor: Oh, okay. So i'll go ahead and get started. And as they say, yes,
Sally OConnor: and he's on the jumping very early.
Yeah,
Sally OConnor: Hi, everyone. Good afternoon. Um. This um virtual office hours is about a program called by your Reds.
Sally OConnor: I'm: Sally O'connor, i'm. From the division of biological infrastructure. And so we're going to introduce to you our team first. Our Caddy Michigan, is not able to come, so I turn it over to cats. Maybe introduce yourself.
Catherine OReilly: Hi: Yeah. I'm. Katherine O'reilly. I'm: a program officer in the division of environmental biology.
Sally OConnor: So, as you can see by you, Red, we have a working group with a representative from each of the divisions in the Biological Sciences Directorate.
Sally OConnor: So thank you
Sally OConnor: for coming, and I hope that you'll find this boh useful, and we hope that you will apply to the program. This is the purpose of doing this
Sally OConnor: next slide, please.
Sally OConnor: Okay. So, as you know, Nsf. Is the
Sally OConnor: eight, eight, now eight directorates,
Sally OConnor: bio-size, and so on. Three of those which are ah in in the block, in in black outline here in the boxes offer an R et site program.
Sally OConnor: So size and engineering, or for R and D. Site Bio Reds Ah. Is from vial, and all the directorates, all eight of ours. In addition to the R. E. T. Site, we also offer our et supplement.
Sally OConnor: These are individual teachers that are engaged in research with a an active. Ah bio-funded, or nsf-funded, P. I.
Sally OConnor: The next slide, please.
Sally OConnor: So this is a battle
Sally OConnor: r it sites in the biological sciences. The current solicitation is nsf two thousand one hundred and eighty-four. We recommend that you read this listation thoroughly, and follow the instructions in preparing your proposals.
Sally OConnor: I just want to point out a few major differences between the violence proposal in a typical and its f proposal.
Sally OConnor: So for starter, your title will start with Bioret's Colon, and it would be good if you include the theme of your research as part of the title
Sally OConnor: that helps us to identify the appropriate reviewer. Another key difference is that in the project summary of a biox proposal,
Sally OConnor: you are required to put in the list of project elements. There are some about ten of them or so project elements. You need to put them as a disk or a volunteer bullet in as part of your project Summary. In addition to the other parts of a project summary
Sally OConnor: in the project Description. It is extremely prescribed. The section titles are indicated in the Soviet Station, and you have to
Sally OConnor: literally use those titles in their sections A. Through L.
Sally OConnor: The supplementary documents are also
Sally OConnor: very prescribed, and letters of collaboration are required.
Sally OConnor: These letters are those that come from the school system or from the school, to indicate that their willingness to participate in the
Sally OConnor: project that you're proposing, because the teacher component of virus is extremely important in the translation of that research in that classroom is extremely important. So we want to make sure that the school or school district is aware of your project, so they can assist
Sally OConnor: in in the
Sally OConnor: implementation of any curriculum or module in the classroom.
Sally OConnor: Another key difference is that in A. By its proportion proposal you are limited to twelve bias sketches, so
Sally OConnor: that means, P. I. Opi. Or any copy I. So if you have one, P. I. One copia that you have only ten mentors that are available spots for putting it by a sketch and current and pending support.
Sally OConnor: You cannot exceed the twelve by your sketches, because we will, your proposal will be non-compliant. You can be under well, and that's fine.
Sally OConnor: Next slide, please.
Sally OConnor: Another key difference. Is The budget
Sally OConnor: budget is limited to six hundred thousand dollars for up to three years,
Sally OConnor: and what we expect that most the majority of the budget will be on participant support costs
Sally OConnor: the Nsf. Budget
Sally OConnor: online, you will notice the participants of what cost is. Item: F
Sally OConnor: does not carry an indirect cost. Idc.
Sally OConnor: Under the participant support class. There are four categories. One is teacher stipends F one, the
Sally OConnor: teacher, subsistence and travel if needed. Those are F, two and F, three,
Sally OConnor: and research materials and supplies, and for
Sally OConnor: in order to do the research and teachers need materials and supplies, and you need to make sure that you put in money to be able to purchase materials and supplies that the teachers will use during the research, as well as in implementing the curriculum in the classroom.
Sally OConnor: We expect that we will have a pi meeting every two years, we will actually have one. It's two thousand and twenty-three. So make sure that you put in your budget travel course to appear meeting.
Sally OConnor: There are two things that are prohibited. You are not. You are prohibited from charging an application fee in order for the teacher to apply,
Sally OConnor: and you are prohibited from charging it to
Sally OConnor: as a condition for their participation.
Sally OConnor: That's why you're getting the money from Nsf: you don't have to charge tuition
Sally OConnor: evaluation costs should be budgeted,
Sally OConnor: and the full indirect cost associated with your institution should be charged because no cost sharing is not allowed
Sally OConnor: next one, please,
Sally OConnor: or cost. Cheer is not alarmed.
Sally OConnor: So what what is it that we're looking for in a virus proposal?
Sally OConnor: The two things that I highlighted here are important. I'll go over them, but this slide will show you what to think about, as you prepare. The proposal
Sally OConnor: by the Reds is about cohort training of teachers
Sally OConnor: as opposed to a supplement. Where you have maybe one or two teachers. This is a group of teachers. The minimum for a group should be six features more is better, maybe eight, one
Sally OConnor: training in the summer for a minimum of six weeks. Again, that's the minimum. Seven weeks. It might be better in your situation. But for teachers as well. There's additional weeks involved during the academic year,
Sally OConnor: and those additional weeks involve a very important activity, which is the implementation of developed curriculum or modules for classroom use.
Sally OConnor: It's
In addition to research, which is the core of a virus program
Sally OConnor: you need to build in or program a professional development of teachers.
Sally OConnor: I think some of the things that you should expect from the teachers, in addition to their developed curriculum, would be a report, a written report, or a presentation at the end of the program, so that all the teachers can get informed and what what each other did during the program.
Sally OConnor: We also expect that the project will have an intellectual or research theme. In other words, you cannot put together a group of mentors,
Sally OConnor: say one in chemistry, one in physics, one in bio and just say, Oh, these are good mentors for teachers. And then ah! With no research. Ah, cohesiveness of the research theme. So that's something that we're looking for as well
Sally OConnor: the next um development of curriculum and modules. So it During the summer the teachers will be doing their own research project, and we expect that in the the research project will be an independent one, that the picture will conduct.
Sally OConnor: It should be in an area
Sally OConnor: under the purview of Nsf.
Sally OConnor: For example, clinical research is not under the purview of Nsf. That's under the purview of another Federal agency.
Sally OConnor: So you need to make sure that whatever research that teachers will be doing is in an area in the body sciences that's under the purview of Nsf:
Sally OConnor: The research should be should have the potential of discovering the knowledge.
Sally OConnor: In other words, it's not a cookbook. It's not something that's already been done. It's something that teachers can get excited about, because there's new knowledge that's being discovered.
Sally OConnor: And then what the teachers do is, take that research and translate it into the classroom. So that's the development of curricula and modules for classes, and lastly, the evaluation which I have in the next one.
Sally OConnor: It's
Sally OConnor: all right. So additional consideration vibrates has a strong emphasis on targeting underrepresented minority teachers, or those that come from schools serving large number of underrepresented minority students,
Sally OConnor: school district are
Sally OConnor: have free lunch or reduce lunch, or something like that. So there are many indicators to that, you know, not just the demographic conversation, but also the social economics,
Sally OConnor: diversity, equity, and inclusion. The training is is required.
Sally OConnor: So you're looking at the I training of the Mentors and the P. I. P. I. The I. Training of the teachers and graduate students that will interact with the teachers or post ours.
Sally OConnor: That is important. That's the
Sally OConnor: especially nowadays. You must describe that in the proposal. How do you do that?
Sally OConnor: And um as I hit it like the useful for you to contact your title nine office, because they will have a lot of resources that are already available in your institution, and you can simply make use of those resources and put it in the in the
Sally OConnor: one other expectation for a bio-tz program is that after the program. After the summer we expect that the teacher and the mentors will have continued professional relationships.
Sally OConnor: The presence of the Mentor can enrich the classroom. The presence of the teacher can also enrich the research project of the P. I. So this forging of a strong scientific relationship is important, and you can describe how that would happen
Sally OConnor: under evaluation. There are metrics that we expect the Africa. Still the program, the impact on classroom teacher teaching has the teacher changed the style of teaching as a result of the it.
Sally OConnor: Ah continued or sustained
Sally OConnor: next one place.
Sally OConnor: So there's seven.
Sally OConnor: The Nsf. Proposals are reviewed using the two primary criteria of intellectual merit and voter impacts.
Sally OConnor: However, in addition to that
Sally OConnor: there are seven. So dissipation-specific criteria. So after you develop your ideas and do your proposal make sure you go over each one of these
Sally OConnor: you address them. So the first one is research and professional development experience for teachers.
Sally OConnor: What professional development activities are there for teachers. And what are the plans for a follow-up during the academic year?
Sally OConnor: Research environment? That means the quality of the research environment is
Sally OConnor: preparedness of the research mentors. The engagement of research. Active faculty is a plus.
Sally OConnor: So number one are the programmed activities for professional development. Number two are those things that are additional professional development available at your institution.
Sally OConnor: For example,
Sally OConnor: you encourage your teachers to do presentations and advertise byirates in a conference.
Sally OConnor: Those are the in those a research environment. That's part of that.
Sally OConnor: So you may have to encourage the teacher and give them an incentive to present their work outside of this program.
Sally OConnor: Oh,
Sally OConnor: remember that that by theoret's goal is to increase the participation of under-represented groups, and so the project should be designed to make sure that there is inclusivity and a safe environment. Consideration for all participants next month.
Sally OConnor: What, by you rates is a bar?
Sally OConnor: Who are you targeting for teachers? How will you do the selection of teachers. If you get twenty applications, how will you set up your six or eight?
Sally OConnor: So the criteria that you will use in selecting your teachers is really important. However, a prior relationship with a school or school system is really a must,
Sally OConnor: because it's difficult to recruit teachers.
Sally OConnor: And so this prior relationship with a school or school system or teachers. They are critical, because once you train them the first summer they will go about and advertise your program the following years, and that happens quite often.
Sally OConnor: So you need to be clear on who you're recruiting and how you will select the teachers in the program.
Sally OConnor: The last statement here says, etc. Etc. Is the education and training application. It's. Nsf. Supported It's actually hosted at Nsm. Dot. Gov. That application is really nice.
Sally OConnor: If you put them. If you advertise the program in Ita, you will get features. Now your program is visible, nationwide,
Sally OConnor: and teachers that might fit
Sally OConnor: the profile that you're looking for might apply, and if you have the money you can select them, and they can participate.
Sally OConnor: So, etc. Is something that we are recommending for the virus program.
Sally OConnor: Translation of research experienced the classroom in a academic year follow-up. This is the second high that I had in an earlier slide. It's really important to talk about the
Sally OConnor: How are you going to make the teachers? How can you? What can you do for the teachers to succeed in creating
Sally OConnor: whatever mechanism you can think of that can help the teachers translate that research into a classroom. Experience is a
Sally OConnor: it's? Ah, it's! Ah! Something that we look at very carefully, and it has to be solid plan for your proposal to be competitive
Sally OConnor: next one, please.
Sally OConnor: I believe this is my last slide, so I hope you have a lot of questions for the three of us.
Sally OConnor: So the fifth one is project, evaluation, and reporting
Sally OConnor: again, we I talked about evaluation.
Sally OConnor: Um, you have to remember that, Usb: I cannot evaluate your own program. It has to be an independent evaluator. It could be another unit in your institution. It would be outside of your institution, but they have to be independent of the team. That, uh, runs the violence program
Sally OConnor: and results of prior support. If you've been funded on an our Ep. Site. You,
Sally OConnor: if you have had an or the supplement that will be good to mention as well,
Sally OConnor: I believe the next one. We open it up for questions.
Sally OConnor: Thank you very much.
Sally OConnor: So um Any comments questions
Sally OConnor: for any one of us.
Can you hear me?
Sally OConnor: Yes, thank you, Mayor. Thank you so much, for
Mathew Mathew: I think the information and I am interested
Sally OConnor: of this uh grand call was like, you know we I mean a college of medicine at Rockford, Illinois. So we have a small canvas here, but we have a
Mathew Mathew: sort of ah schools nearby, and they come here for some um research ah experiences or research talk. But um! The students are coming in for summer program. But still now we haven't started like any
Mathew Mathew: official program like this, since I am also involved in the office of research. There was some interest from,
Mathew Mathew: and the you know the other faculties you know, to apply for this. That's one I I joined first, but thank you so much for
Mathew Mathew: your information. So one question I have is you said something like the previous ah connection with the schools. Ah will be one important, you know. Step So what type of connections you prefer?
Sally OConnor: Okay, So let me let me attempt to answer that question, and let my colleagues add to it
Sally OConnor: in terms of school connection.
Sally OConnor: Yeah, you need to think about
Sally OConnor: two things that are important.
Sally OConnor: One is uh
Sally OConnor: the other. The aspect that we're looking for the diversity aspect. Um is is the school or school system. You're targeting? Do they need this? In other words, you Don't really want to target a very well endowed school system because they have all the resources they need.
Sally OConnor: What you want to do is to target schools where
Sally OConnor: and our a bio-tz experience and vigorous translation in a class that will make an impact. So that's number one number two.
Sally OConnor: You, of course, have to approach the school or school system to let them know.
Sally OConnor: I have. You know that you're planning to apply for a grant.
Sally OConnor: And how about if we discuss what our relationship might look like, because I will need in your back of your mind you will need an endorsement and endorsement. But the collaboration that I from there,
Sally OConnor: and the collaboration letter will say, You know that in the classroom things like that
Sally OConnor: any other things to add Catherine in the morning
Catherine OReilly: I don't think so? Yeah.
Sally OConnor: Oh, there
Sally OConnor: any other questions?
Sally OConnor: Yeah. I hope you think about applying.
Mathew Mathew: You know the the Rockford. I totally agree that you know we don't have a. Our system is two hundred and five.
Mathew Mathew: We we don't have any system like that. This will be a great
Mathew Mathew: um benefit for our school system here, and um we have assigned solo we had, and also we have a community college um Rob Valley Community College, and so the they also. So I glad to see that you also include the
Sally OConnor: a community college as well write the teachers from
Mathew Mathew: Yeah. Um,
Mathew Mathew: yes. So I think
Mathew Mathew: it will be very interesting for us right now. So the mentors
Mathew Mathew: Um,
Mathew Mathew: it should be like
Mathew Mathew: around you said about around tall people a maximum right? So
Mathew Mathew: that is something like you have any any like right now. I think our we have around ten
Mathew Mathew: research faculties actively. They have their own labs so something like important that they have their own labs and all these things, or if any sharing labs also part of it right they can,
Sally OConnor: you know. So think of it as how many projects can you offer to the teachers? And you know you have a three-year land. Right?
Sally OConnor: So if you have ten, you know I suggest that you meet with them. Talk about? What do you think will be the best research theme
Sally OConnor: to wrap the proposal around, and then you will get a gauge of the
Sally OConnor: because they will send their project. That's amenable for a short period of time in the summit to be completed. Send that to you. So
Sally OConnor: So you need to think about a research theme, and if you have less than twelve, that's fine. And some big schools have, like mentors that are fifty. We don't want fifty value sketches
Sally OConnor: we want, We want an even playing field, so that even a small school can compete in a bar.
Sally OConnor: Okay?
Catherine OReilly: And, by the way, if you have other questions after the Webin is virtual office hours, send it to us. It's really easy to remember by your Reds,
Sally OConnor: Barbara.
Catherine OReilly: Yes,
Catherine OReilly: hi! So i'm from the University of Illinois at Orvana Champagne. So it's good to see nephew, our sister campus
Barbara Godlew: up north. So my question is, if I have a Pi who is funded through another Federal agency for curriculum development in middle schools, for example, and they're working with the teacher
Barbara Godlew: currently to develop curriculum. Can they simultaneously be funded through this program for the teacher. Development
Sally OConnor: us by very good
Sally OConnor: question.
Sally OConnor: Very good question.
Sally OConnor: So there is a federal regulation that prohibits what we call double dipping it.
Sally OConnor: So if you can clearly dominate, this is the byoret's program. This is how the money will be spent,
Sally OConnor: and then you have this other program that does something similar as long as you don't mix those monies,
Barbara Godlew: you
Sally OConnor: Then you're okay.
Barbara Godlew: Yeah,
Sally OConnor: yeah, My thought is, you know, one is for curriculum development for the students who are involved also in developing and evaluating the curriculum. So it's, for example, through a A. Four H program that cascades quite large and wide. And this one, it seems to me, is for teacher development to bring methodology back into the classroom. Is that it?
Sally OConnor: Yes,
Sally OConnor: you got it?
Sally OConnor: It? Thank you. Yeah, you really have to be careful with how the money it really should be separated. Absolutely. Thank you.
Catherine OReilly: So like kind of along with those lines. There's a question in the chat in the Q. And A. Actually, too, that i'll, I'll say, i'll ask it to you if the question is, what specific training do teachers need to receive? Is it more like a summer research workshop? Or is it similar to pursuing a degree?
Sally OConnor: So it is
Catherine OReilly: probably not either one and up towards a degree, and not really a workshop, because we expect that this is more immersive in research than a workshop.
Sally OConnor: Let's invite people to come in. We go through the agenda that's it,
Sally OConnor: even though you might have some follow-up activities. My right is different. You Recruit the teacher. You pair them up with their lab, their bi, their mentor, and they actually do things in the lab or in the in the field
Sally OConnor: that could generate new knowledge in science, in both sciences.
Sally OConnor: That's a big difference to me. So think about the violence as having ah teachers having their own individual projects that they can implement or conduct under the guidance of a faculty
Sally OConnor: or a Pope stuck?
Sally OConnor: I hope I answered the question.
Catherine OReilly: So one of the things that might also be helpful if you're starting to explore ideas is to look at what's already been funded through this program. So I put in the
Catherine OReilly: we've had a link to what I think should get you to the Reds sites that are specific to biology, Bioretz, and for each of these, if you click on that title, you'll get an abstract of the award, and that will give you one
Catherine OReilly: some ideas about how some of these programs are structured in the scope that they are
Catherine OReilly: creating.
Catherine OReilly: It's still
Catherine OReilly: hopefully, that's helpful as well.
Sally OConnor: It's really exciting because you change not just
Sally OConnor: the teacher, the life of the teacher.
Sally OConnor: It's it's the impactful.
Sally OConnor: And there are other questions.
Sally OConnor: I don't have a question, but I would like to thank you so much for having this sort of dialogue back and forth, where you don't read the solicitation to us, and you actually,
Sally OConnor: you know it's an awesome back and forth There I live. So thank you for much. Thank you So much for that.
Sally OConnor: Here
Sally OConnor: again, if you have questions after today, it's by. You read at Nsf. Com,
Sally OConnor: and that goes to us.
Catherine OReilly: I'm going to say,
Mathew Mathew: Yeah, I have one got like. So, as a
Mathew Mathew: compared to our campus here in Rockford is mainly College of Medicine, and we have a biomedical science department. So do you think
Mathew Mathew: the self?
Mathew Mathew: Is it okay for a playing from College of Medicine?
Sally OConnor: Oh, yeah, that's a good question. Um. So So what A. By which is similar to an Are you site instead of teachers? You have undergrads, and I just want to let you know that we do have our Are you sites and colleges and medicine.
Sally OConnor: The key part here is that the research that will be assigned, or that the teachers will do
Sally OConnor: like the molecular level you're trying to get mechanism you're trying to get, You know, all this fundamental science type of research.
Mathew Mathew: Thank you.
Catherine OReilly: I think I know from what we've seen. The budget is pretty sufficient to have enough to support the salary of like the
Sally OConnor: It's
Sally OConnor: because we know that this is a little bit more difficult to to to run as a program compared to like an argy sites because institutions have their undergrads all over the place. They they're used to that. But this is teachers.
Catherine OReilly: Yeah, I put our email in the in the chat for our working group. And
Catherine OReilly: um, you know, you can email us questions, of course, but you can also email to set up a time to meet. Further, if you want to just talk more about your specific proposal ideas and your questions specific to your possible proposal. We're really happy to set aside a check of time to work one on one with you as much as we can be useful. So it's one of my favorite parts of the program officers
Catherine OReilly: that one on one time with um Pis: So
yeah,
Sally OConnor: are there any other questions?
Sally OConnor: Great information? We appreciate your doing this. So thank you for that.
Catherine OReilly: If you're getting at the low end and you need some boosting,
Catherine OReilly: answer your questions.
Catherine OReilly: Okay, I guess if there are no more questions, you know how to get in touch with us, and we can that you go to your busy life
Catherine OReilly: now back to your busy life.
Catherine OReilly: Thank you. Everybody. Yeah, Thanks.
Mathew Mathew: Thank you.
Catherine OReilly: Here's what.