Opportunity Information: Apply for 22 611
The National Science Foundation (NSF) Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI) program is a grant opportunity designed to strengthen undergraduate STEM education at HSIs while increasing the recruitment, retention, and graduation of students pursuing associate's or bachelor's degrees in STEM. The program is built around the idea that HSIs are not all the same; they vary widely by size, mission, student population, resources, and maturity of STEM offerings. Because of that, the program emphasizes approaches that are tailored to each institution's context and that are grounded in socio-cultural awareness, with the broader purpose of expanding participation for students who have historically been underrepresented in STEM and improving their pathways into advanced education and the STEM workforce.
A central theme of the opportunity is capacity building paired with meaningful educational improvement. NSF is looking for projects that not only deliver better STEM learning experiences, but also help HSIs develop the institutional strength to sustain and grow those improvements over time. This includes encouraging innovative efforts that can spur institutional and community transformation and supporting fundamental research in three connected areas: engaged student learning at HSIs, strategies that effectively diversify and increase STEM participation, and research that deepens understanding of how HSIs can build long-term STEM capacity. The program is explicitly aligned with national priorities around developing a more diverse and capable science and engineering workforce.
The solicitation is organized into three project tracks, which are meant to reflect different levels of readiness and different types of change. Track 1, Planning or Pilot Projects (PPP), is geared toward institutions that are new to NSF funding and/or are Primarily Undergraduate Institutions (PUIs), including community colleges. Planning projects focus on the groundwork needed to develop a strong future proposal for Track 2 or Track 3, such as building partnerships, clarifying goals, designing interventions, and setting up evaluation plans. Pilot projects in Track 1 are smaller, short-term efforts aimed at a specific, well-defined improvement in undergraduate STEM education, and they often generate preliminary data that can support a later, larger submission. Track 1 can also be used to begin developing STEM education research capacity at an HSI, especially research tied to student learning and broadening participation. Regardless of whether the project is planning or pilot in nature, Track 1 proposals must include evaluation and dissemination so that the work produces usable lessons and can inform others.
Track 2, Implementation and Evaluation Projects (IEP), supports the rollout of evidence-based improvements at the unit, department, or multi-department level. These projects can involve designing and implementing new educational practices or adapting and replicating practices that have already demonstrated effectiveness. A key expectation is that the strategies will be institutionalized and sustainable rather than one-off activities. Track 2 proposals must include project evaluation and dissemination, and they must also include an education research component that generates new knowledge related to the HSI program goals, such as identifying indicators of effective undergraduate STEM education at HSIs or understanding what supports persistence and success for HSI students in STEM.
Track 3, Institutional Transformation Projects (ITP), targets the deepest level of change: institution-wide structural or systemic transformation to improve undergraduate STEM education. These projects must be grounded in STEM education research and broadening participation research, and they are expected to make durable changes to infrastructure and policies that support long-term improvement. A defining feature of Track 3 is its focus on institutional culture, organizational identity, and the systems that shape faculty and student experiences. The goal is to create conditions that encourage and support faculty in adopting and sustaining evidence-based teaching and student-support practices, ultimately improving student outcomes in STEM. Track 3 also encourages research, including foundational research, that builds strategic understanding of how multiple components (instruction, support structures, research experiences, policies, culture, and capacity) work together to advance the program's goals. Like Track 2, Track 3 requires evaluation, dissemination, and a strong education research plan.
Across all tracks, the program can support faculty research that aligns with the overarching goals of improving undergraduate STEM education and expanding participation. This includes discipline-specific research, interdisciplinary research, STEM education research, discipline-based education research, and broadening participation research. Research activities can be based at the applicant institution or conducted in collaboration with other universities, NSF-funded research centers, and/or national laboratories. The solicitation also highlights interest in undergraduate research experiences, and it allows research-related funds for items such as undergraduate student support, supplies, equipment needed for research, and faculty research development. Importantly, even when faculty research is not the main focus of the project, it should still connect back to building STEM capacity, catalyzing new research activity, and creating opportunities that help diverse students progress in STEM.
There are also clear expectations around learning from the work and sharing results. Every project, regardless of track, must generate new knowledge through evaluation and must have a dissemination plan that explains how findings, tools, or models will be shared so others can learn from them. Track 2 and Track 3 add an additional requirement: proposals must generate new knowledge about improving access to and/or the quality of STEM education through a well-constructed STEM education research plan that is aligned with the project's aims. Proposals must also include institutional data, presented under a specified heading, along with a narrative describing the institution's need for the project and its capacity to enhance undergraduate STEM education, which helps reviewers understand both the context and the likelihood of sustained impact.
From a practical standpoint, this is an NSF discretionary grant program (CFDA 47.076) with an award ceiling of $3,000,000 and an expected number of roughly 60 awards listed in the opportunity information provided. The structure of the tracks allows HSIs to enter at a level that matches their readiness, from early planning and pilots to full implementation to institution-wide transformation, while keeping the program focused on measurable improvements in undergraduate STEM education, stronger institutional capacity, and broader, more equitable participation in STEM.Apply for 22 611
- The National Science Foundation in the science and technology and other research and development sector is offering a public funding opportunity titled "Improving Undergraduate STEM Education: Hispanic-Serving Institutions" and is now available to receive applicants.
- Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 47.076.
- This funding opportunity was created on Jul 02, 2022.
- Applicants must submit their applications by Sep 30, 2022 Track 1 Planning or Pilot Projects (PPP), Track 2 Implementation and Evaluation Projects (IEP), and Track 3 Institutional Transformation Projects (ITP) full proposal deadline. Track 1 Planning or Pilot Projects (PPP), Track 2 Implementation and Evaluation Projects (IEP) full proposal deadline.. (Agency may still review applications by suitable applicants for the remaining/unused allocated funding in 2026.)
- Each selected applicant is eligible to receive up to $3,000,000.00 in funding.
- The number of recipients for this funding is limited to 60 candidate(s).
- Eligible applicants include: Others (see text field entitled Additional Information on Eligibility for clarification).
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