research education job description

Educational Research Jobs: The Best Options to Look Into

Those who want to enter a career in education may wonder “What is educational research?” or “What is an educational researcher?” This job title often shows up in news articles or journal pieces. An education researcher is a professional who conducts studies. These studies yield information related to certain aspects of education. These researchers can provide great insight. They help navigate current issues within the field of education, from preschool through college. 

There are many different options when it comes to education research jobs and careers. Some education research jobs need polished interpersonal skills. Others involve working almost only with numbers. Educational research is a large field that involves many steps. Learn about the educational researcher job description before accepting education research jobs. Educational research jobs involve: 

• collecting data and numbers from a sample population
• evaluating what the numbers mean
• taking those conclusions and putting them to practical use in designing assessments or curricula

Some researchers do all of these things. Others have a special niche area that they are especially good at. There is something for almost everyone in this field. Anyone who is interested in education research must be:

• comfortable working with numbers
• interested in education

Education research analysts help to shape what is taught in schools. This in turn shapes the minds of the children in those schools. This is a great responsibility for those who choose to take it on. Keep reading to learn more about this valuable profession and educational research jobs. 

What an Education Researcher Does

Researchers in education collect and analyze data. This data can come from such sources as:

• individual interviews
• focus groups
• classroom observations

They often have a role in the design of surveys, along with the formation and recruitment of focus groups. They travel to visit institutions, students, and staff. They are then charged with collecting and making sense of the data that comes from their studies. This requires skills related to interpreting, manipulating, and communicating data. They must be able to produce reports and share their findings in practical ways among educational communities.

Education Researcher Requirements

Are you considering what is an educational researcher ? Searching for educational researcher jobs? It’s important to understand the educational requirements for this type of career. A master’s degree is necessary. This advanced degree can be in areas such as:

• research measurement
• research evaluation
• education research 

These programs provide students with valuable skills. They learn how to evaluate educational data. They learn about measurement tools. They learn to understand statistical methodologies. Coursework will be in:

• research methods
• inferential statistics
• parameter estimation
• data collection 

These classes provide the skills needed to design, develop, conduct, and analyze studies. The studies provide much-needed information to improve education across various age groups.

Below, we briefly describe some of the courses that may be taken in an educational research program. Once you finish an education research program, you can begin to look for educational researcher jobs. 

Research Methods

Form Plus lists steps in education research. These are:

• define the research problem
• formulate your hypothesis
• determine the methodology to be used
• collect data using one or more education research methods
• analyze and interpret your data
• create your research report

Some of the methods used in educational research are interviews, surveys, and questionnaires. A course in research methods from a city university would explain how to conduct research using each of these methods. Also, it would list the advantages and disadvantages of each. This knowledge would help you as an education research analyst. 

Inferential Statistics

In statistics, research is conducted using a small sample that is meant to represent the entire population. For example, researchers might want to find out if children in sixth grade learn more effectively with a certain teaching method. It is not possible to test all children everywhere that are in sixth grade with that particular teaching method. However, a sample of children from sixth grade can give researchers an idea of whether this teaching method is a good one. But there is the problem of whether the sample truly represents the entire population of children in sixth grade. According to educational research at Korbed Psych , this is where inferential statistics come it. It is used “to determine whether the findings from the sample can generalize – or be applied – to the entire population.” In an inferential statistics course from a city university, students learn to evaluate a sample to see if it can be applied to the population as a whole. 

Data Collection

According to Data Collection in Education Research data collection involves a wide range of techniques. Previously, those techniques were what is known as “quantitative.” They were based on strict observation and viewing, as well as tests and scales. More recently, however, data collection came to be focused more on narratives.They can focus on the perspectives of participants. Less structured observation can also be used. One research method is questionnaires. This method is one of the most common methods used, and it is helpful since its questions allow for a more objective collection of data. Questionnaires are distinct from surveys in that surveys allow for interviews. Often, a course in data collection will include information on designing questionnaires. Some topics are: 

• quantitative interviewing
• quantitative observation
• technical properties
• qualitative data collection
• in-depth interviewing
• qualitative document analysis
• other topics relevant to educational research

What jobs could I get as an educational researcher?

11 Education Research Jobs to Consider Exploring from Indeed lists education research jobs, with a brief description of job duties and educational researcher salary, in some cases. Read about the researcher job description options. These education research jobs vary widely in duties and skills required, but all are related to the field of educational research. One of these educational researcher jobs may be a good fit for you. 

Education Research Jobs:

Educational assessment coordinator/referrals assessment manager.

These education research jobs involve research in the field of assessment. Assessment is an integral part of current education systems. Educational assessment coordinators work to be sure that tests and assessments are correctly designed. Sheffield.ac.uk lists several principles of assessment. The first one, validity, refers to the effectiveness of the assessment. The assessment must correctly verify what levels students have attained relative to learning goals. The second principle is consistency. Students must know what to expect when it comes to grading and other elements. Another principle is that the test must reflect what students have been learning. It should relate closely to the desired learning outcomes. Another principle is that assessment should be manageable. Students should not have so many assessments to complete that they become overwhelmed. Fairness is another principle to be taken into account. Those who want to research the field of assessment may find education research jobs as:

• an education assessment coordinator
• a referrals assessment manager.

Survey Researcher

What does a researcher do? Bureau of Labor Statistics states survey researchers are survey designers and data analysts. This means that they must know how to work with large amounts of data. They must understand the most effective way to collect this data. Survey researchers, according to the Bureau of Labor Statistics, must typically hold at least a master’s degree. That being said, there are instances of survey researchers being employed with only a bachelor’s degree. Annual pay as of May 2020 was $59,870, for those who are curious about educational researcher salary. Are you someone who enjoys working with data and statistics? Are you also interested in education research? Explore education researcher jobs as a survey researcher. 

Research Analyst

Survey researchers create surveys and collect data. Research analysts work to understand what the data means. These two professions do overlap. But someone who work as a research analyst spends more time with data that has already been collected. In the field of education research, this means that they will be analyzing studies and surveys. They will understand how to apply them in order to help students to learn better. Much like a survey researcher, it is important for  a research analyst to value data and numbers. Those who want to pursue a career in this area must understand the link between the research that has been collected and the real world. They must know how to take the concrete facts of a study and translate them into abstract ideas. Then they must translate those abstract ideas back into a concrete action plan for educators moving forward. Would like to make a difference in education? Do you prefer analyzing facts to interacting with students? This may be a great career option for you. 

College Professor

Are you interested in education research? Do you also enjoy teaching others? A career as a professor at a college or university may be an option. Anyone who wants to be a college professor must earn at least a bachelor’s and master’s degree. In fact, many universities require professors to hold a doctorate. Usually, it is helpful to have experience in the field before teaching as a college professor at a city university. This means it is possible to have this career as a second career. Being a college professor requires a deep knowledge of the subject that will be taught. Not only that, but the professor must be comfortable with interacting with students. They must be passionate about educating the next generation of educational researchers. Life as a college professor is often very busy. Deadlines, grading, and other events take up a great deal of time. Therefore, those who want to be college professors must have excellent time-management skills. If you are passionate about educational research and interested in teaching others, this is a career path that could be an option for you. 

Curriculum Leader

Curriculum leaders develop or choose the curricula that are taught in education systems. This includes textbooks, teaching styles, and everything in between. These professionals also work with staff at schools, helping to improve their teaching skills. This means that curriculum developers should have a great deal of ease and skill in interacting with others. Becoming a curriculum developer requires at least a master’s degree. Candidates with a teacher’s license are often preferred. The website also lists some sample duties, including: 

• defining course objectives
• evaluating and revising the existing curriculum as needed
• adapting the existing curriculum into digital formats
• providing training materials or workshops to educators

There are several other ways that educational researchers can be employed. They might work as textbook writers or editors. There is also the option of using a background in psychology to help with education research, or working as a statistician in the area of educational research. This is a broad field with many career options. 

Why Educational Research Is Important

Research in education can provide educators, students, and the public with information. This information will guide best practices to help students learn in ways that are most successful. As with any field, some educational research can be flawed. Examples of studies that were revered for a long time for their findings and are now revealed to be untrustworthy are:

• the Stanford Prison Experiment
• the Marshmallow Experiment
• others as listed in the article from Forbes: “ The Snares and Delusions of Educational Research ”

Quality research can have a very positive and necessary impact on academic practices and learning outcomes. This type of research helps to provide teachers and administrators with proven methods that can help them to reach the most students.

Researchers in education provide empirical research and data that supports their findings. This research helps to demonstrate the most effective ways in which students learn within educational systems. In addition, such specialized research can help to discover where learning gaps exist. They can help find solutions for such shortcomings. Research in education is expanding to provide a much broader and more diverse picture in order to benefit the most students. Research must address the whole picture and all facets within the educational system in order for it to be truly effective.

This is an overview of what researchers in education do and why such research matters. Without education research, schools at all levels would be lacking in high-quality best practices. They would not be able to serve their students in ways that meet the demands of an ever-changing world. Knowing what is an educational researcher can help the next generation understand this career path. Are you interested in numbers? Do you want to help students to gain the best education they can? A career as an education researcher is a valuable option. 

ABADP Staff

August 2023

• What Can I Do with a Master’s in Educational Psychology?
• How Do I Become an Educational Researcher?
• What Jobs Can I Get with a Master’s in Educational Psychology?
• What is a Typical Day for an Educational Researcher?
• What Types of Certifications are Necessary for an Educational Researcher?

This concludes our article answering the question, “What is an educational researcher?”

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What does an Education Research Analyst do?

An education research analyst's main job is to monitor and collect data on the performance of various educational institutions and programs. The goal is to collect enough data to conduct a proper analysis and evaluation of every education program and determine areas that need improvement. The education system is a dynamic branch of society and constantly monitored to keep it up-to-date, current, and effective in molding the youth to become productive members of society.

• Responsibilities
• Skills And Traits
• Comparisions
• Types of Education Research Analyst

Education research analyst responsibilities

A job as an education research analyst involves many responsibilities. Some of these responsibilities include developing relationships through clear communication, conducting research and interviews, and leading statewide data collections. They must also provide ongoing training, correct coding, and maintain internal and external communications. They also analyze data, conduct research, and facilitate student learning. They must participate in action planning and collaborate with teams to address public health issues. They must also collect and analyze data to determine the relationship between computer-based instructional programs and student achievement.

In an interview, Janiece Kneppe , Chair at Red Rocks Community College's Early Childhood Department, highlights the importance of being willing to invest in one's own sense of professionalism and career. This includes pursuing formal education, attending professional development workshops and conferences, and asking for more responsibilities in the workplace.

Steven Ross Ph.D. , Professor and Evaluation Director at Johns Hopkins University's Center for Research and Reform in Education, points out the importance of effective communication, being open to alternative views of findings and their implications for practice, and partnering effectively and mutually with schools and practitioners on meaningful studies.

Overall, education research analysts need to possess a range of responsibilities to be successful in their job.

Here are examples of responsibilities from real education research analyst resumes:

• Manage grant materials and maintain documents in accordance with FERPA and prepare IRB applications.
• Attend all IRB meetings as staff compliance personnel.
• Examine the effect of using constructivist methods of teaching on freshman education majors' attitudes and efforts towards the mathematics in physics
• Complete daily tally, communication logs, benefit updates, medical policy reviews and review policies and procedures using SharePoint applications.

Education research analyst skills and personality traits

We calculated that 10 % of Education Research Analysts are proficient in Analyze Data , K-12 , and Education Research . They’re also known for soft skills such as Detail oriented , Analytical skills , and Communication skills .

We break down the percentage of Education Research Analysts that have these skills listed on their resume here:

Analyze data from different resources by using statistical software, verify the accuracy and validity of the collected data.

Provided educational expertise and training to national K-12 clients and internal technical teams to facilitate educational software implementation

Conducted education research, published and presented findings.

Provided project coordination, management, dissemination, and quantitative and qualitative data analysis for three to five collaborative projects.

Served as lead researcher on a year-long project concerning the professional development needs of Indiana youth workers.

Studied different methods of teaching mathematics for secondary students Observed student learning in mathematics classes Developed methods of teaching mathematics

Common skills that an education research analyst uses to do their job include "analyze data," "k-12," and "education research." You can find details on the most important education research analyst responsibilities below.

Detail oriented. The most essential soft skill for an education research analyst to carry out their responsibilities is detail oriented. This skill is important for the role because "market research analysts must pay attention to minutiae to evaluate data." Additionally, an education research analyst resume shows how their duties depend on detail oriented: "analyze data to export accurate, detailed information for future revenue. "

Analytical skills. Another soft skill that's essential for fulfilling education research analyst duties is analytical skills. The role rewards competence in this skill because "market research analysts must evaluate large amounts of data and information related to market conditions." According to an education research analyst resume, here's how education research analysts can utilize analytical skills in their job responsibilities: "conducted in-depth research related to public school improvement at a district level, managing statistical data collection and report writing. "

Communication skills. education research analysts are also known for communication skills, which are critical to their duties. You can see how this skill relates to education research analyst responsibilities, because "market research analysts must be able to clearly convey information when gathering material, interpreting data, and presenting results to clients." An education research analyst resume example shows how communication skills is used in the workplace: "developed effective relationships with all graduate medical education departments through clear communication. "

All education research analyst skills

The three companies that hire the most education research analysts are:

• ICF 53 education research analysts jobs
• American Institutes for Research 17 education research analysts jobs
• SAIC 2 education research analysts jobs

Choose from 10+ customizable education research analyst resume templates

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Education research analyst vs. marketing coordinator.

A marketing coordinator supports the marketing department on deciding strategies and business efforts to develop the brand image and boost customer satisfaction. Marketing coordinators' duties include assisting in advertising campaigns, scheduling promotional events, monitoring sales status, researching current market trends, maintaining a record of existing and potential clients, and contributing ideas to improve the brand's profitability. A marketing coordinator must have excellent critical thinking and writing skills to help with the creation of social media advertisements and marketing content. It also requires impressive time-management and multi-tasking skills, especially on meeting deadlines and making adjustments on the initial plans as needed.

There are some key differences in the responsibilities of each position. For example, education research analyst responsibilities require skills like "analyze data," "k-12," "education research," and "data analysis." Meanwhile a typical marketing coordinator has skills in areas such as "digital marketing," "customer service," "marketing campaigns," and "email campaigns." This difference in skills reveals the differences in what each career does.

Education research analyst vs. Marketing internship

Marketing interns are usually marketing students or fresh graduates who are interested in getting actual work experiences before taking on a full-time job. They usually have an interest or academic background related to marketing. They assist marketing teams in most of their daily activities, sit in their meetings, record minutes of these meetings, take note of action plans, and attend other events related to marketing. They also assist in preparing collateral and other marketing materials, join brainstorming sessions, or any other activity that will help enrich their experience.

Each career also uses different skills, according to real education research analyst resumes. While education research analyst responsibilities can utilize skills like "analyze data," "k-12," "education research," and "professional development," marketing interns use skills like "digital marketing," "facebook," "marketing campaigns," and "press releases."

Education research analyst vs. Analyst sales

Analyst sales, or a sales analyst, is an individual who is responsible for increasing sales and revenue of a company by running competitive analysis and making recommendations on how the marketing and sales team should move forward. Sales analysts must assist in the review of monthly financial statements and prepare complex financial statements for retail and service businesses. They develop and provide market intelligence data solutions for the sales team to maximize territory sales efforts. Sales analysts must also maintain a business relationship with key account top management to deliver outstanding customer service and assistance.

The required skills of the two careers differ considerably. For example, education research analysts are more likely to have skills like "analyze data," "k-12," "education research," and "professional development." But a analyst sales is more likely to have skills like "salesforce," "customer service," "crm," and "sales data."

Education research analyst vs. Analyst

Analysts are employees or individual contributors with a vast experience in a particular field that help the organization address challenges. They help the organization improve processes, policies, and other operations protocol by studying the current processes in place and determining the effectiveness of those processes. They also research industry trends and data to make sound inferences and recommendations on what the company should do to improve their numbers. Analysts recommend business solutions and often help the organization roll out these solutions. They ensure that the proposed action plans are effective and produce the desired results.

Even though a few skill sets overlap between education research analysts and analysts, there are some differences that are important to note. For one, an education research analyst might have more use for skills like "analyze data," "k-12," "education research," and "professional development." Meanwhile, some responsibilities of analysts require skills like "customer service," "troubleshoot," "management system," and "project management. "

Types of education research analyst

• Marketing Coordinator
• Research Analyst
• Pricing Analyst
• Research Consultant
• Market Analyst

Updated March 14, 2024

Editorial Staff

The Zippia Research Team has spent countless hours reviewing resumes, job postings, and government data to determine what goes into getting a job in each phase of life. Professional writers and data scientists comprise the Zippia Research Team.

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Research & Development Job Description

Research & development duties & responsibilities.

To write an effective research & development job description, begin by listing detailed duties, responsibilities and expectations. We have included research & development job description templates that you can modify and use.

Sample responsibilities for this position include:

Research & Development Qualifications

Qualifications for a job description may include education, certification, and experience.

Licensing or Certifications for Research & Development

List any licenses or certifications required by the position: PMP, CPA, MBA, PMI, R.C, CMA, CMM, CPIM, ISO, ASQ

Education for Research & Development

Typically a job would require a certain level of education.

Employers hiring for the research & development job most commonly would prefer for their future employee to have a relevant degree such as Bachelor's and Master's Degree in Science, Engineering, Education, Chemistry, Writing, Technical, Chemical Engineering, Business, Communication, Journalism

Skills for Research & Development

Desired skills for research & development include:

Desired experience for research & development includes:

Research & Development Examples

• Microsoft Word (.docx) .DOCX
• PDF Document (.pdf) .PDF
• Image File (.png) .PNG
• Seeks opportunities for professional development that will enhance job performance
• Manage and maintain all project development tools
• Provide high-quality ideas and contributions to solve difficult analytical development problems as assigned
• Provide analytical development expertise and act as a technical consultant to both internal and external customers
• Prepare presentations and present data and analytical development services to internal and external customers
• Develop and determine research project strategies
• Conduct investigative research using local, state, national sources, and a variety of print and electronic sources to identify potential donors and provide in-depth personal and financial information on prospects
• Supervise professional individual contributors
• Operating lab equipment and continuing to learn to use new equipment as it arrives
• Opening up PDR standards
• Associate or Fellow of the Casualty Actuarial Society (ACAS or FCAS) or equivalent international designation (preferred)
• 6+ years of experience in General Insurance
• Experience working with Geographic Information Systems and spatial analysis (preferred)
• Bachelor's degree in a relevant scientific discipline, such as biology, biochemistry or bioengineering required
• Minimum of 7 years of experience in academic or industry setting is required
• Matching approved formula numbers to samples received
• Design and implement scientific studies to support new technology development, enhancement of existing processes (includes data collection and statistical analysis)
• Updating charts with new standard numbers, fragrance information,and percentages
• Setting up meetings on Outlook with fragrance houses for stability review (booking rooms, adjusting times / schedules, and recapping meetings)
• Retrieving data from PLM system and organizing the data and presenting to the Program Manager for efficient formula release
• Cross-referencing and confirming critical data numbers across multiple charts
• Provide technical leadership and support to insure effective and efficient manufacturing of products
• Plans and prepares comprehensive and/or complex in-depth research services for fundraising purposes requiring a high degree of sensitivity
• Develops and maintains electronic information systems and procedures to facilitate operations
• Accountable for total program scope
• Direct the work of technical and support personnel
• Strong knowledge of theoretical and practical sensory and consumer research skills and well known in the discipline as the subject matter expert
• Ability to use computers and related software (Sensory and Statistical software), including word processing and spreadsheets for data analysis and monitoring (Microsoft Word, Excel, PowerPoint, Access)
• Must be proficient in Word and Excel spreadsheet design
• Welding (Mild and Stainless) & fabrication an advantage
• Prototype installation of engines into machines
• Lifting up to 50 lbs on regular basis
• Emerging Technologies - Ensure that we stay on the forefront with the way entertain and tell our stories
• 5+ years working at a film or television studio, agency or other related entertainment company in the Research & Strategy or comparable department
• Highly organized, data driven, analytical, proficient in creating and presenting reports and findings to executive management
• Having working knowledge of available market research tools and 3rd party companies
• Promotes collaboration with fundraising staff by participating in strategy meetings to share pertinent information already obtained, determine research needs, and ensure research efforts provide useful information that supports fundraising efforts
• Reviews print and on-line media to identify new major (high potential) donor prospects and to locate timely information about alumni, higher education, business transactions and market trends
• Researches, synthesizes, and analyzes biographic and financial information on specific individuals, foundations and corporations for major gift fundraising needs, includes analyzing, prioritizing and disseminating results of database screenings
• Utilizes intuitive and creative approaches in all aspects of research
• Participates in annual Research and Prospect Management planning sessions with fundraising units to help formulate a strategic operating plan for each fiscal year
• Updates donor database (Ellucian Advance) with information on donors and alumni
• Proficiency in Microsoft Office Applications including Word and Excel skills is required
• Sensory training and test execution for a food or beverage company/supplier
• Driving a company or rental vehicle for up to 8 hours as needed
• Strong written and verbal communication skills with the ability to work independently within a team framework, managing multiple priorities
• Proficiency in computing skills, including Microsoft Office, data analysis and graphing programs
• Experience with graphics programs such as Adobe Illustrator, Photoshop or InDesign is a plus
• Participates in research orientation training for new Advancement employees to educate and increase awareness of services and information available through their own efforts, and information that can be obtained through research staff, materials and databases
• Participates in special projects as requested by director
• Ability to deal with confidential material and uphold high ethical standards
• Experience with research tools available (e.g., online, printed, ) preferred
• Support the Associate Director of Administration (AD) in running the UACC, including assistance with hiring staff, coordinating and planning retreats, organizing and compiling the P30 Cancer Center Support Grant (CCSG) and other multi-investigator grants organizing aspects of the associated site visits
• Develops new products from concept to successful scale up and production, meeting all agreed upon standards, and keeping the projects on schedule and under budget, so far as this is possible
• Modifies existing products
• Uses expertise to help troubleshoot problems with existing products or ingredients
• Creates QA documentation for new products, including formulations, bills of materiel, ingredient statements, raw material specifications, finished product specifications, quality indexes, Helps QA to update and maintain documentation for existing products
• May conduct weekly Benchmarking review
• Experience with database querying languages is also a plus
• Ability to analyze and synthesize financial information
• Expert knowledge of internet navigation tools and research tools available (e.g., on-line, printed)
• Knowledge of Ellucian Advance (donor database) preferred
• Ability to manage and prioritize multiple tasks and projects simultaneously, and to be cognizant of and address details
• Expert ability to analyze issues and solve problems
• Prepares written and oral reports for presentation to the supervisor(s) and development group
• May conduct quarterly Bill of Materials (BOM) audits
• May have the responsibility of doing consumer testing
• May have the responsibility of maintaining records for the organization of samples tested (The Sample Test Reports)
• Expectation to work on multiple projects at one time
• Maintain GMP regulations and safe work conditions within all facilities being worked in
• Enabling the execution of and delivering value of their contract and alliances
• Effectively interact with other departments & organizations
• Identify and implement new and improved technologies as used by competitors, suppliers, customers
• Maintains the professional and ethical standards set forth for the field by the Association of Professional Researchers for Advancement (APRA)
• Solid knowledge of Securities and Exchange Commission documents and financial terminology
• Personal computer proficiency required, especially as related to the software referenced under “software utilized” (see below)
• BS in Meat/Food Science or related field plus a minimum of 7 years relevant work experience highly desirable
• MS in Meat /Food Science or related field plus a minimum of 5 years relevant work experience highly desirable
• Master's degree and five years of experience in an academic or other research environment are required or a PhD or terminal degree and three years of experience in an academic or other research environment are preferred
• Degree in social or natural science, engineering or related field is preferred

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Active funding opportunity

Nsf 24-562: centers of research excellence in science and technology - research infrastructure for science and engineering, program solicitation, document information, document history.

• Posted: March 25, 2024
• Replaces: NSF 23-565

Program Solicitation NSF 24-562

Full Proposal Deadline(s) (due by 5 p.m. submitting organization’s local time):

     August 02, 2024

     First Friday in August, Annually Thereafter

Important Information And Revision Notes

This solicitation replaces NSF 23-565 CREST HBCU-RISE. This is a new solicitation and proposers should read it in its entirety. All Minority Serving Institutions (MSIs) that offer master’s or research doctoral degrees in NSF-supported STEM fields that, at the time of proposal submission, have enrollments of 50% or more U.S. resident students (non-international) who are members of minority groups underrepresented in STEM and are Emerging Research Institutions may submit proposals. See Section IV. Eligibility Information for complete details. Recipients are required to use the NSF Education and Training Application (ETAP) to manage participants supported by CREST-RISE.

Any proposal submitted in response to this solicitation should be submitted in accordance with the NSF Proposal & Award Policies & Procedures Guide (PAPPG) that is in effect for the relevant due date to which the proposal is being submitted. The NSF PAPPG is regularly revised and it is the responsibility of the proposer to ensure that the proposal meets the requirements specified in this solicitation and the applicable version of the PAPPG. Submitting a proposal prior to a specified deadline does not negate this requirement.

Summary Of Program Requirements

General information.

Program Title:

Centers of Research Excellence in Science and Technology - Research Infrastructure for Science and Engineering (CREST-RISE) Referred to in this solicitation as CREST-RISE

The Centers of Research Excellence in Science and Technology (CREST) program provides support to enhance the research capabilities of minority-serving institutions (MSIs) as defined in this solicitation’s Eligibility section, through effective integration of education and research. The CREST program, composed of the CREST Centers, the CREST Postdoctoral Research Program, and the projects supported by this CREST-RISE solicitation, promotes the development of new knowledge, enhancements of the research productivity of individual faculty and postdoctoral scholars, and an expanded presence of research doctoral students in science, technology, engineering, and mathematics (STEM) disciplines, especially those from underrepresented groups. CREST-RISE is the component of the CREST program that supports the expansion of institutional research capacity by increasing the strength of institutional graduate programs and the successful production of research doctoral students, especially those from groups underrepresented in STEM. The CREST-RISE component supports STEM research doctoral programs in all NSF supported areas and encourages proposals in areas of national interest, such as artificial intelligence, data science and analytics; advanced materials, manufacturing, robotics; cybersecurity; plant genetics/agricultural technologies; quantum information sciences; nanotechnology, semiconductors/microelectronics technologies; climate change and clean energy. CREST-RISE projects must have a direct connection to the long-term plans of the host department(s) and the institution’s strategic plan and mission. Project plans should emphasize activities designed to increase the production of research doctoral students, especially those underrepresented in STEM as well as expand institutional research capacity. The goals of CREST-RISE are to increase: (1 the number of STEM research doctoral programs at MSIs (as defined in the Eligibility section), 2) the number of STEM research doctoral students graduating from MSIs, especially those from groups underrepresented in STEM, and 3) institutional research capacity to increase doctoral students’ graduation rates. To achieve these goals, the CREST-RISE program includes three tracks as follows: CREST-RISE STEM Doctoral Programs Support Initiative (CREST-RISE DPSI) CREST-RISE Research Advancement and Development (CREST-RISE RAD) CREST-RISE Equipment & Instrumentation (CREST-RISE E&I)

Cognizant Program Officer(s):

Please note that the following information is current at the time of publishing. See program website for any updates to the points of contact.

Sonal Dekhane, Program Director, telephone: (703)405-8977, email: [email protected]

Luis A. Cubano, Lead Program Director, telephone: (703) 292-7941, email: [email protected]

Nicole E. Gass, Program Specialist, telephone: (703) 292-8378, email: [email protected]

• 47.076 --- STEM Education

Award Information

Anticipated Type of Award: Standard Grant or Continuing Grant

Estimated Number of Awards: 2 to 9

Anticipated Type of Award:

CREST-RISE DPSI: Continuing Grant

CREST-RISE RAD: Continuing Grant

CREST-RISE E&I: Standard Grant

Estimated Number of Awards:

Up to 3 awards CREST-RISE DPSI

Up to 2 awards CREST-RISE RAD

Up to 4 awards CREST-RISE E&I

The number of awards made annually is contingent on the availability of funds and the submission of meritorious proposals.

Anticipated Funding Amount:

CREST-RISE DPSI:

DPSI awards will not exceed $2,000,000 during a five-year period. DPSI awards will be managed as Continuing Grants.

CREST-RISE RAD:

RAD awards will not exceed $1,000,000 during a five-year period. RAD awards will be managed as Continuing Grants.

CREST-RISE E&I:

E&I awards will not exceed $500,000 during the one-year award period. E&I awards will be managed as Standard Grants.

Anticipated Funding Amount: $6,000,000

Eligibility Information

Who May Submit Proposals:

Proposals may only be submitted by the following: Minority Serving Institutions (see definition below) that are Emerging Research Institutions (ERIs) and offer master’s or research doctoral degrees in NSF-supported STEM fields are eligible to submit. Emerging Research Institutions are those that have less than $50,000,000 in research expenditures per year as reported at https://ncsesdata.nsf.gov/profiles/site?method=rankingBySource&ds=herd in three of the last five years. For this solicitation, MSIs are defined as institutions, at the time of proposal submission, that have enrollments of 50% or more U.S. resident students (non-international) (based on total student enrollment) who are members of minority groups underrepresented among those holding advanced degrees in science and engineering fields. Proposals are also invited from institutions of higher education that meet the 50% enrollment criterion and primarily serve populations of students with disabilities. Eligibility may be determined by reference to the Integrated Postsecondary Education Data System (IPEDS) of the US Department of Education National Center for Education Statistics ( http://nces.ed.gov/ipeds/ ).

Who May Serve as PI:

CREST-RISE DPSI The Principal Investigator (PI) must hold a full-time faculty appointment in an NSF-supported STEM discipline at the institution submitting the proposal. CREST-RISE RAD The PI must meet all the following eligibility requirements at the time of submission: Be a full-time faculty member with the DPSI institution, Have earned a doctoral degree no more than 10 years prior to the proposal submission date, Be engaged in research in a STEM area supported by NSF and in alignment with the institution’s active DPSI project, Mentor or commit to mentor research doctoral students in the DPSI subject area, Hold a position as an assistant professor (or equivalent), Be untenured and on a tenure-track or tenure-track equivalent position, and Have not previously received a RAD award. Tenure-Track Equivalency – For a position to be considered a tenure-track-equivalent position, it must meet the following requirement: the employee has a continuing appointment that is expected to last the five years of a RAD award For tenure-track equivalent faculty, a Departmental Letter must affirm that the investigator’s appointment is at an early-career level equivalent to pre-tenure status. Further, the Departmental Letter must clearly and convincingly demonstrate how the faculty member’s appointment satisfies all the above requirements of tenure-track equivalency. Faculty members who are associate professors, full professors, or have equivalent appointments with or without tenure/tenure-equivalency, are not eligible to serve as PI for a RAD award. Faculty members who hold Adjunct Faculty or equivalent appointments are not eligible to serve as PI for the RAD award. Co-PIs are not permitted for a RAD proposal. CREST-RISE E&I The PI must be a full-time faculty member at the requesting institution and must be mentoring DPSI supported research doctoral students from the institution’s active DPSI award.

Limit on Number of Proposals per Organization:

CREST-RISE DPSI: 1 CREST-RISE RAD: 2 CREST-RISE E&I: 1 CREST-RISE DPSI Institutions can propose to create a research doctoral program or strengthen an existing research doctoral program. Proposals to create a research doctoral program will be funded only once per institution per disciplinary area. An institution may have only one active DPSI/HBCU-RISE award, irrespective of focus area. Therefore, institutions with an active DPSI/HBCU-RISE award are not eligible to submit a proposal in response to this solicitation unless the active award ends prior to the proposed start date specified in the proposal. The institution is responsible for verifying whether they hold a current active DPSI/HBCU-RISE award. Institutions that have completed a CREST-RISE or HBCU-RISE award in a disciplinary area may re-compete in other STEM disciplinary areas supported by NSF that are significantly different from those of the previous research doctoral program award(s) held in the last five years. To be significantly different, the new project must be associated with a different four-digit Classification of Instructional Programs (CIP) code, and name new PIs, new co-PIs, and new faculty investigators who have not received a CREST-RISE or HBCU-RISE award in the last five years. Only one DPSI proposal may be submitted per eligible institution. After 10 years of CREST-RISE support, an institution must wait five years before submitting another proposal to the DPSI program. CREST-RISE RAD An institution must have an active DPSI award to be eligible for RAD. An institution may receive a maximum of four RAD awards and one active RAD award per individual PI during the five-year DPSI project. RAD proposals must be submitted after the first year and before the end of the third year from the DPSI award start date. Up to two RAD proposals may be submitted per eligible institution per deadline date. CREST-RISE E&I An institution must have an active DPSI award to be eligible for E&I. An institution may receive a maximum of two E&I awards during the five-year DPSI project. E&I proposals must be submitted after the first year and before the end of the third year from the DPSI award start date. Only one E&I proposal may be submitted per eligible institution per deadline date.

Limit on Number of Proposals per PI or co-PI:

CREST-RISE DPSI: 1 CREST-RISE RAD: 1 CREST-RISE E&I: 1

Proposal Preparation and Submission Instructions

A. proposal preparation instructions.

• Letters of Intent: Not required
• Preliminary Proposal Submission: Not required

Full Proposals:

• Full Proposals submitted via Research.gov: NSF Proposal and Award Policies and Procedures Guide (PAPPG) guidelines apply. The complete text of the PAPPG is available electronically on the NSF website at: https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg .
• Full Proposals submitted via Grants.gov: NSF Grants.gov Application Guide: A Guide for the Preparation and Submission of NSF Applications via Grants.gov guidelines apply (Note: The NSF Grants.gov Application Guide is available on the Grants.gov website and on the NSF website at: https://www.nsf.gov/publications/pub_summ.jsp?ods_key=grantsgovguide ).

B. Budgetary Information

Cost Sharing Requirements:

Inclusion of voluntary committed cost sharing is prohibited.

Indirect Cost (F&A) Limitations:

Not Applicable

Other Budgetary Limitations:

Other budgetary limitations apply. Please see the full text of this solicitation for further information.

C. Due Dates

Proposal review information criteria.

Merit Review Criteria:

National Science Board approved criteria. Additional merit review criteria apply. Please see the full text of this solicitation for further information.

Award Administration Information

Award Conditions:

Additional award conditions apply. Please see the full text of this solicitation for further information.

Reporting Requirements:

Additional reporting requirements apply. Please see the full text of this solicitation for further information.

I. Introduction

The CREST program’s overall goal is to build the STEM research and education capacity of minority serving institutions (MSIs) with strong records of producing STEM graduates, especially those who are members of groups underrepresented in STEM fields.

CREST-RISE is one strand of the larger CREST program whose specific goals are to increase: 1) the number of STEM research doctoral programs at MSIs (as defined in the Eligibility section), 2) the number of STEM research doctoral students graduating from MSIs, especially those from groups underrepresented in STEM, and 3) institutional research capacity to increase doctoral students’ graduation rates. It is expected that awards made under this solicitation will catalyze institutional transformation through the strengthening of research capabilities commensurate with an institution's mission and long-term goals, and support the development of STEM scholars, especially those from groups underrepresented in STEM.

As with all CREST projects, CREST-RISE projects should be designed to promote synergy between education and research. CREST-RISE supported research doctoral students should be engaged in the process of discovery and innovation and guided by the faculty. Evidence-based recruitment and retention strategies should be employed to increase the number of STEM research doctoral students and graduates, especially those who are members of groups underrepresented in STEM. Partnerships with other MSIs, especially those that are primarily undergraduate institutions, are encouraged. Awarded institutions are required to evaluate the impact of the award in influencing institutional transformation as part of their project evaluation.

Projects should employ cutting-edge and relevant curricula to support students’ academic success and should provide relevant professional and research-related experiences that support their transition into STEM careers. Students should be exposed to opportunities that foster their significant participation in the broader community of scholarship in their respective fields.

An important project design consideration is the inclusion of activities that leverage award funds to secure additional support from federal, state, and local agencies, and to develop industry and academic partnerships to sustain the work initiated by the CREST-RISE award.

II. Program Description

The CREST-RISE program includes three tracks as follows:

• CREST-RISE STEM Doctoral Programs Support Initiative (CREST-RISE DPSI)
• CREST-RISE Research Advancement and Development (CREST-RISE RAD)
• CREST-RISE Equipment & Instrumentation (CREST-RISE E&I)

A. CREST-RISE DPSI:

DPSI awards support the production of STEM research doctoral graduates to include those from groups underrepresented in STEM and the development of research capacity in STEM disciplines at MSIs. Proposals should include a component that outlines strategies for connecting with other NSF-funded awards held by the institution and related to the proposed project's goals and scope. Proposals should also include authentic partnerships with other MSIs, especially those that are primarily undergraduate institutions, that contribute to project goals, benefit all partners, and increase the transition of undergraduate students from underrepresented groups to doctoral programs in STEM.

DPSI Award Characteristics:

Proposed projects must be designed to 1 increase the production of research doctoral students, including those who are members of groups underrepresented in STEM, and 2) expand institutional research capacity. Research doctoral students must be U.S. citizens, nationals, or permanent residents, as stated in the Eligibility section of this solicitation. Proposed projects should also have a direct and synergistic connection to the long-term plans of the host department and the institution’s mission.

DPSI proposals must address an NSF-supported discipline(s). NSF especially welcomes proposals in areas of strong national interest, such as artificial intelligence, data science and analytics; advanced materials, manufacturing, robotics; cybersecurity; plant genetics/agricultural technologies; quantum information sciences; nanotechnology, semiconductors/microelectronics technologies; climate change and clean energy. In addition, for this solicitation, the areas outlined in the resources below are of great interest:

• CHIPS and Science Act of 2022 www.whitehouse.gov/briefing-room/statements-releases/2022/08/09/fact- sheet-chips-and-science-act-will-lower-costs-create-jobs-strengthen-supply-chains-and-counter-china/)
• Industries of the Future ( https://www.whitehouse.gov/ostp/news-updates/2022/04/30/the-final-industries-of-the-future-report-to-congress/ OSTP_IOTF_Report.pdf)
• Understanding the Brain ( https://www.nsf.gov/news/special_reports/brain/)
• DOE Earthshots ( https://www.energy.gov/policy/energy-earthshots-initiative)

DPSI proposals must offer significant enhancements to an institution's capacity to carry out doctoral level research, more than is afforded by traditional single- or multi-investigator research proposals. DPSI support should not replace other active or available federal, state, or institutional resources, but rather should add significant value to the existing institutional strategic plan. Reviewers will be asked to consider the unique goals of the DPSI application in developing research doctoral program capacity, in addition to supporting research activities.

A key feature of proposed projects should be comprehensive strategies to diversify talent regarding recruitment, mentoring, retention, and graduation of research doctoral students (U.S. citizens, nationals, and permanent residents) in NSF-supported STEM fields, which includes members of groups underrepresented in STEM. NSF's 2022-2026 Strategic Plan calls for the broadening of opportunities and expanding participation of groups, institutions, and geographic regions to include those who are underserved and/or underrepresented in STEM disciplines, which is essential to the health and vitality of science and engineering.

Career development opportunities, provision for developing professional skills, instruction in ethics and the responsible conduct of research, and training in the communication of the substance and importance of research to non-scientist audiences are strongly encouraged as proposed activities.

Each DPSI proposal should describe an evaluation plan to formatively monitor progress towards its goals and objectives and to provide information for optimizing project design. A final project-level evaluation is required to synthesize lessons learned. In addition, each awarded project will be required to participate in a CREST program-level evaluation to assess the CREST program's contributions to advancing the science and engineering research and education capabilities of MSIs.

DPSI awards are not required to convene meetings of an external advisory group or committee. However, each proposal shall identify an internal steering committee to include the PI, co-PIs, and other applicable stakeholders to review the results of the evaluation process, to ensure that progress is consistent with departmental and institutional goals, and to discuss potential project modifications to realize those goals more effectively.

Supportable DPSI award activities may include but are not limited to hiring faculty in the identified NSF-supported research areas, student attendance at professional meetings and seminars, education activities directed toward the development of a diverse, internationally competitive, and globally engaged workforce of scientists and engineers well-prepared for a broad set of career paths, student recruitment and retention activities, professional skills training, and graduate research activities. Postdoctoral support is not allowed.

NSF is committed to a culture and climate of research that results in an inclusive and diverse workforce. For this reason, NSF strongly encourages the inclusion of individuals from groups underrepresented in STEM, women, veterans, and/or persons with disabilities in its programs and project leadership teams. In identifying the members of the DPSI research team, the proposing institution should strongly encourage participation of the full spectrum of diverse talent that society has to offer, including those who are underrepresented or underserved.

DPSI Commitment and Sustainability

Organizational commitment from administrators and leaders to the proposed project activities is vital for successful projects and for the financial and organizational sustainability of promising activities. Letters of support from the provost or equivalent university officials with supervisory authority related to faculty, research, facilities, equipment, and education are required and should be submitted as supplementary documents.

Proposals should discuss the commitment of institutional leadership to revisions to current practices and policies that will enhance the institution’s research capabilities and increase its production of doctoral graduates and diverse talent. Proposals should discuss how the successful components developed under the project will be sustained. Awards are expected to lead to long-term organizational change in how the institution supports faculty to increase their research productivity as well as how it recruits, supports, retains, and graduates doctoral students in STEM. Therefore, proposed projects are expected to consider the financial and organizational sustainability and institutionalization of the project activities from the project’s inception.

B. CREST-RISE RAD

The CREST-RISE RAD awards provide funds for junior faculty to develop their research agenda, to collect preliminary data for inclusion in new proposals for extramural funding, and to support the training of research doctoral students. Junior faculty at institutions that have active DPSI awards are eligible to serve as PI on a RAD proposal. PIs must be mentoring or seeking to mentor research doctoral students. PIs should refer to the eligibility section for detailed eligibility criteria. Co-PIs are not permitted for a RAD proposal. RAD funds can be requested after the first year and before the end of the third year from the start date of the DPSI award. Award duration can be up to 5 years and a maximum of $1,000,000 can be requested through RAD. RAD awards cannot be transferred to non-eligible institutions.

RAD proposals must show clear alignment with the goals of the active DPSI award and must clearly describe how it contributes to the DPSI at the institution. Mentoring (or commitment to mentoring) of research doctoral students, including those from underrepresented groups in STEM is required. Proposed research projects should build a foundation for the PI’s long-term research scholarship and help advance the PI’s professional goals. Proposals should include a clear research plan, a solid plan for integrating research and educational activities, and a research doctoral student mentoring plan.

C. CREST-RISE E&I

The CREST-RISE E&I awards provide funds for the acquisition of equipment and instrumentation to support the training and production of research doctoral graduates including students from groups that are underrepresented in STEM. Institutions with active DPSI awards are eligible to request E&I funds for needs that align with and contribute to the DPSI project goals. Proposals must show clear alignment with goals of the institution’s active DPSI award and must include activities that support research doctoral student training. Proposals must clearly describe how equipment expenditures contribute to the DPSI project goals at the institution.

The PI must be affiliated with an active DPSI project and must be actively mentoring research doctoral students. Funds can be requested after the first year and before the end of the third year from the start date of the active DPSI award.

Award duration is 12 months. Up to $100,000 can be requested for equipment to be used by individual faculty members at the DPSI institution and their research students.

Up to $500,000 can be requested for equipment that can be shared among multiple faculty members at the DPSI institution and their research doctoral students. Equipment can also be used by faculty and students from other institutions for activities that contribute to the DPSI project goals. Individual equipment may be transferred to another institution. Shared equipment cannot be transferred to other institutions. E&I proposals should be submitted as an Equipment Proposal as described in the PAPPG.

III. Award Information

Continuing or Standard Grant

CREST-RISE STEM Doctoral Programs Support Initiative (CREST-RISE DPSI):

CREST-RISE Research Advancement and Development (CREST-RISE RAD):

CREST-RISE Equipment & Instrumentation (CREST-RISE E&I):

IV. Eligibility Information

Additional Eligibility Info:

Institutions that do not meet the criteria identified in this solicitation to act as a lead institution can be named as subawardees in a proposal. Submission of a collaborative proposal from multiple institutions is not allowed. Funding of partnering institutions , if any, must be requested via subawards in the full proposal; separately submitted collaborative proposals will not be accepted. Institutions can propose to create a research doctoral program or strengthen an existing research doctoral program in an NSF supported STEM area. Proposals to create a research doctoral program will be funded only once per institution per disciplinary area. Institutions that have completed a CREST-RISE or HBCU-RISE award in a disciplinary area may re-compete in other disciplinary areas that are significantly different from those of the previous research doctoral program award(s) received in the last five years. To be significantly different, the new project must be associated with a different 4-digit Classification of Instructional Programs (CIP) code, have new PIs, new co-PIs, and new faculty investigators who have not received a CREST-RISE or HBCU-RISE award in the last five years.

V. Proposal Preparation And Submission Instructions

Full Proposal Preparation Instructions : Proposers may opt to submit proposals in response to this Program Solicitation via Research.gov or Grants.gov.

• Full Proposals submitted via Research.gov: Proposals submitted in response to this program solicitation should be prepared and submitted in accordance with the general guidelines contained in the NSF Proposal and Award Policies and Procedures Guide (PAPPG). The complete text of the PAPPG is available electronically on the NSF website at: https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg . Paper copies of the PAPPG may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-8134 or by e-mail from [email protected] . The Prepare New Proposal setup will prompt you for the program solicitation number.
• Full proposals submitted via Grants.gov: Proposals submitted in response to this program solicitation via Grants.gov should be prepared and submitted in accordance with the NSF Grants.gov Application Guide: A Guide for the Preparation and Submission of NSF Applications via Grants.gov . The complete text of the NSF Grants.gov Application Guide is available on the Grants.gov website and on the NSF website at: ( https://www.nsf.gov/publications/pub_summ.jsp?ods_key=grantsgovguide ). To obtain copies of the Application Guide and Application Forms Package, click on the Apply tab on the Grants.gov site, then click on the Apply Step 1: Download a Grant Application Package and Application Instructions link and enter the funding opportunity number, (the program solicitation number without the NSF prefix) and press the Download Package button. Paper copies of the Grants.gov Application Guide also may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-8134 or by e-mail from [email protected] .

See PAPPG Chapter II.D.2 for guidance on the required sections of a full research proposal submitted to NSF. Please note that the proposal preparation instructions provided in this program solicitation may deviate from the PAPPG instructions.

Submission of a collaborative proposal from multiple institutions is not allowed. Funding of partnering institutions, if any, must be requested via subawards in the full proposal; separately submitted collaborative proposals will not be accepted. Eligible parties intending to submit a proposal are encouraged to participate in webinars that will be webcast after the release of this solicitation. See CREST webpage for dates.

DPSI Proposal Contents

Proposals must include all of the following items. In cases where requirements given in this document differ from those given in the PAPPG or Grants.gov Application Guide, this solicitation takes precedence. Proposals will be returned without review if they do not meet the requirements stipulated in the solicitation.

1. Cover Sheet

• Start date: For planning purposes, February 1 of the award year should be indicated as the award start date.
• PI: The proposal must show the proposed Project Director as the Principal Investigator.
• Title of the Proposed Project must begin with: "CREST-DPSI (C):" or “CREST-DPSI (S):". C for creation of a new STEM research doctoral program and S for strengthening of an existing STEM research doctoral program.
• The title must be informative and descriptive of the project, concise (20 words or less), and use Title Case. The title must not include the institution name, any acronyms ("STEM" excepted), or quotation marks.

2. Project Summary (1 page)

Provide an overview of the CREST DPSI project.

• The summary should be informative to people working in the same or related fields, and understandable to a broad audience within the scientific domain.
• The summary should provide a clear and concise description of the project including mission and vision, and significance of the proposed work.
• The summary should clearly describe the scientific area focus of the STEM Doctoral Program(s) and goals for education and broadening participation.
• Both NSF merit review criteria (intellectual merit and broader impacts) must be addressed in separate statements in the project summary (see the PAPPG for additional instructions).
• The summary must include as a separate sentence at the bottom of the page the 4-digit Classification of Instructional Programs (CIP) code that most closely matches with the project. CIP codes are available at https://nces.ed.gov/ipeds/cipcode/browse.aspx?y=55 . Example: 26.02

3. Project Description (15 pages)

The Project Description must contain only Sections 3.a through 3.h described below and cannot exceed 15 pages including tables and illustrations.

• Importantly, the project description should contain specific, measurable, and obtainable objectives that will be used to measure the progress of the award, if funded.
• The broader impacts resulting from the proposed project must be addressed and described in a separate section of the narrative.

3.a Problem Description and Rationale for Selected Approach

Describe the challenges that the project will address. Include timeliness of addressing the challenges.

• This section indicates how the project is aligned with the mission of the institution and long-term goals of the department(s) in increasing the number of doctoral students in STEM and building the research capacity.
• The goals and objectives of the project must be clearly stated, measurable, aligned with the strategic plans of the institution and achievable within the proposed time frame. This section includes baseline data.
• The proposal must address institutional support for, and financial and organizational sustainability of the project. The proposal should include a component that outlines a strategy for the creative integration of NSF-funded awards at the institution as well as the integration of the research and educational activities.

3.b Description of the STEM Doctoral Programs Capacity Building Objectives

State the overall vision and long-range STEM Doctoral Programs capacity building goals. Describe how STEM Doctoral Programs capacity building will lead to increased doctoral graduates and research productivity. Provide a timeline for the activities.

• This section should provide a STEM Doctoral Programs capacity building plan with sufficient detail to allow assessment of the project’s merit.
• Indicate in the plan the specific role of each participant.
• Indicate in the plan the potential impact or expected significance the plan will have in the production of doctoral graduates from the full spectrum of talent that society has to offer, including those who are underrepresented in STEM.

3.c Description of the Education and Human Resource Development Objectives

Describe how the DPSI proposal will provide professional development and other appropriate opportunities to faculty members and doctoral students to assist them in setting up a research agenda and progressing in their careers.

• This section describes how research and education will be integrated. Education programs and activities should be evidence-based practices developed in the context of current education research and be monitored through a formal project-specific evaluation effort led by independent evaluators as described in 3.g.
• This section describes plans for retention and graduation of doctoral students, and the mentoring and professional development of doctoral students and faculty members. Use of evidence-based strategies to mentor, retain and graduate members from groups underrepresented in STEM is expected.
• Partnership plans if any, with other minority-serving institutions, especially those that are primarily undergraduate institutions, should be described here.
• Describe all proposed activities in sufficient detail to allow assessment of their intrinsic merit and potential effectiveness.

3.d Recruitment Plan

Describe how the DPSI proposal will contribute to the production of all doctoral students including those who are underrepresented or underserved in STEM through its recruitment activities.

• This section describes a comprehensive plan for the recruitment of doctoral students into the doctoral program and research activities that attracts students from all backgrounds including those from groups underrepresented in STEM.
• Partnership plans with other minority-serving institutions, especially those that are primarily undergraduate institutions if any, should be described here.
• An evaluation of recruitment activities should be included in the project’s evaluation plan.

3.e Broader Impacts

Describe the broader impacts objectives and outline strategies for achieving them.

• Describe plans for increasing diversity through the inclusion of individuals who are underrepresented in STEM or underserved.
• Describe the contribution/role of students and faculty and how they will be integrated into activities.
• Explain how mentoring will be used to provide a supportive environment for all project participants.
• Explain how progress will be measured and how strategies will be adapted, as appropriate.
• Describe the proposed activities in sufficient detail to allow assessment of their intrinsic merit and potential effectiveness.

3.f Description of the Management Plan

Describe the management of the DPSI project to ensure optimal performance.

• Present a management plan including a diagram to explain the organizational relationships and reporting structure among the key areas of responsibility.
• The management plan identifies key members of the Management Team and explains their specific roles and areas of responsibility.
• The management plan explains the role of each key participant/component.
• The management plan describes the processes to be used to prioritize activities; to allocate funds across activities; and to select a replacement PI, if needed.
• The management plan must identify members of the Internal Steering Committee and the evaluator.
• The management plan should address alignment with DPSI’s commitment to include URMs, women, veterans, or persons with disabilities in the leadership of DPSI proposals.

3.g Evaluation Plan

All proposals must include an evaluation section that describes how the project evaluator/evaluation team will gauge the accomplishment of project goals and the impacts of the project. The budget must include adequate resources for project evaluation. This section must:

• Include a logic model with short-term, and intermediate term expected outcomes. Include a description of the evaluation design and methods that will be used.
• The evaluation plan should include formative aspects that will provide information to inform evidence-based decisions about changes in its activities, and summative aspects that will provide evidence of overall impacts of the project. Include an evaluation design based on benchmarks, indicators, or expected outcomes related to project goals, objectives, and activities.
• Identify the person(s) who will lead the evaluation and briefly describe their academic training and professional experience that qualifies them to serve as an evaluator. Evaluator(s) may be internal or external to DPSI institutions but must be external to the project itself and positioned to carry out the evaluation plan independently.

3.h Results from Prior NSF Support

Results from Prior NSF Support (up to 5 pages) in accordance with the guidance in the PAPPG.

This section must also include results from any current or prior DPSI/HBCU-RISE support received by the institution including the number of research doctoral students supported, number of research doctoral students currently enrolled, and number of research doctoral students that completed graduation requirements.

4. Facilities, Equipment and Other Resources (1 page limit)

Provide a synopsis of institutional resources that will be available (dedicated space, access to facilities and instrumentation, faculty and staff positions, including plans to make cluster hires if appropriate, access to programs that assist with curriculum development or broadening participation, or other institutional programs that could provide support). Note that inclusion of voluntary committed cost sharing is prohibited. The description must be narrative in nature and must not include any quantifiable financial information.

5. Budget and Budget Justification

Provide a budget for each year. A cumulative budget will be generated automatically. The proposed budget should be consistent with the needs and complexity of the proposed activity. Funds must also be included for attendance to the CREST Program annual PI meeting. See Section V.B. Budgetary Information for budgetary restrictions.

Submit a budget justification.

6. References Cited (5-page limit, separate from the 15-page limit for the Project Description)

7. Special Information and Supplementary Documents

The proposal should include applicable supplementary documents as instructed in the PAPPG. The following items must be provided as additional supplementary documents.

7.a Ethics Plan (1-page limit)

Provide a clear statement of the proposed policies on ethics training, responsible conduct of research, and intellectual property rights. A program of training in ethics and responsible conduct of research for all faculty, postdoctoral researchers, and students is required. Training topics should include the nature of the research, methodologies used, ownership of research and ideas, and roles and responsibilities regarding intellectual property, and civil treatment of colleagues.

7.b Doctoral Student Mentoring Plan (1-page limit)

Each proposal that requests funding for doctoral students must include, as a supplementary document, a description of the mentoring activities that will be provided for such individuals. Proposers are advised that this plan is separate and distinct from the Postdoctoral Researcher Mentoring Plan that is conditionally required by the PAPPG. The doctoral students mentoring plan may not be used to circumvent the Project Description page limitation.

7.c Letter of Support (2-page limit) (Required) and Partnership Letters (Optional) (2-page limit each)

A letter of support from the provost or equivalent university official with authority related to faculty, research, facilities and/or equipment, and education must be submitted, which describes the support for and commitment to the project (including space). The institution must commit to implementing systemic changes to increase STEM doctoral programs and research productivity. The letter of support must express awareness of, support for, and specific commitments to the project.

The letter of support may include information related to financial and organizational sustainability and commitment of the provost or equivalent university official to the project. A letter of support that merely endorses the project or offers nonspecific support for the project activities must not be included and the proposal may be returned without review if general support letters are included. Note that organizational commitment can also be demonstrated through commitment to a project’s financial and organizational sustainability. For guidance on voluntary uncommitted cost sharing please review the NSF Proposal and Award Policies and Procedures Guide (PAPPG).

Partnership letters (if any partnerships are proposed) must be provided for partnership arrangements of significance to the proposal. The letters must describe the support that will be provided and the commitment to the project and do not need to be limited to the recommended language in the NSF PAPPG.

Proposals submitted without a Letter of Support may be returned without review.

8. Information to be submitted to NSF via the Single Copy Documents Section

8.a Optional

List of suggested reviewers and contact information or reviewers not to include.

CREST-RISE RAD Proposal Contents

Proposals must include all the following items. In cases where requirements given in this document differ from those given in the PAPPG or Grants.gov Application Guide, this solicitation takes precedence. Proposals will be returned without review if they do not meet the requirements stipulated in the solicitation.

• Start date: For planning purposes, February 1 of the award year should be shown as the start date.
• PI: The proposal must show the proposed project Director as the Principal Investigator.
• No co-PIs are permitted.
• The title of the proposed project must begin with: "CREST-RISE RAD:".
• The title must be informative and descriptive of the project, concise (20 words or less), and uses Title Case. The title must not include the institution name, any acronyms ("STEM" excepted), or quotation marks.

Provide an overview of the CREST-RISE RAD project.

• The summary should clearly describe the scientific area focus of the PI’s research and goals for broadening participation.
• At the bottom of the page add the 4-digit Classification of Instructional Programs (CIP) code that is most closely associated with the project. CIP codes are available at https://nces.ed.gov/ipeds/cipcode/browse.aspx?y=55 . Example: 26.02

The Project Description section should contain a well-argued and specific proposal for activities that will, over a 5-year period, build a firm foundation for a lifetime of contributions to research. The proposed project should aim to advance the PI’s research goals.

The Project Description should include:

• a description of the proposed research project, including preliminary supporting data where appropriate, specific objectives, methods, and procedures to be used, and expected significance of the results,
• a description of the alignment of the research with the DPSI project at the institution,
• a description of how DPSI doctoral students will be involved in the research,
• the broader impacts resulting from the proposed project must be addressed and described in a separate section of the narrative labeled "Broader Impacts", and
• results of prior NSF support, if applicable.

4. Letter of Support (2-page limit) (Required) (a proposal submitted without this Letter will be returned without review) and Letters of Collaboration (2-page limit each)

To demonstrate the institution’s support of the research development plan of the PI, the proposal must include one (and only one) letter of support. The letter must be from the PI's department head (or equivalent organizational official) and the DPSI PI. In the case of joint appointments, the letter must be signed by both department heads and the DPSI PI.

The Letter of Support must be no more than 2 pages in length and include the department head's and DPSI PI name and title below the signature. The letter must contain the following elements:

• A statement to the effect that the PI is eligible for the CREST-RISE RAD track. For tenure-track equivalent faculty, the Letter of Support must affirm that the investigator's appointment is at an early-career level equivalent to pre-tenure status, pursuant to the eligibility criteria specified above. Further, for tenure-track equivalent faculty, the Letter of Support must clearly and convincingly demonstrate how the faculty member satisfies all the requirements of tenure-track equivalency as defined in the eligibility criteria specified in this solicitation.
• An indication that the PI's proposed research is aligned with the institution’s DPSI project goals, and that the department is committed to the support and professional development of the PI; and
• A description of the ways in which the department head (or equivalent) and DPSI PI will ensure the appropriate mentoring of the PI.

Letters of Collaboration – If the project involves collaborative arrangements of significance, these arrangements must be documented through letters of collaboration.

The letters must describe the support that will be provided and the commitment to the project. The letters of collaboration do not need to be limited to the recommended language in the NSF PAPPG.

Please note that letters of recommendation for the PI or other letters of support for the project are not permitted.

CREST-RISE E&I Proposal Contents

The following instructions supplement the guidelines in the NSF Proposal & Award Policies & Procedures Guide (PAPPG) and NSF Grants.gov Application Guide for the specified sections. Proposals will be returned without review if they do not meet the requirements stipulated in the solicitation.

Follow NSF PAPPG Equipment Proposal instructions with the following exception:

• The title of the proposed project must begin with: "CREST-RISE E&I:"

2. Letter of Support (2-page limit) (Required) (a proposal submitted without this Letter will be returned without review) and Letters of Collaboration (2-page limit each)

To demonstrate the institution’s support for the equipment, the proposal must include one (and only one) letter of support. The letter must be from the PI's department head (or equivalent organizational official) and the DPSI PI. In the case of joint appointments, the letter must be signed by both department heads and the DPSI PI.

• An indication that the equipment is aligned with the institution’s DPSI project goals, and that the institution is committed to the support of the equipment; and
• A description of the ways in which the department head (or equivalent) and DPSI PI will ensure the appropriate use of the equipment and the access of DPSI students to the equipment.

The letters must describe the support that will be provided and the commitment to the project.

The letters of collaboration do not need to be limited to the recommended language in the NSF PAPPG.

Cost Sharing:

CREST-RISE DPSI

DPSI awards will not exceed $2,000,000 during a five-year period.

Submission of a collaborative proposal from multiple organizations is not allowed. Proposals involving partnering organizations must use subawards made by the lead organization to partnering organizations. The total amount of funding to subawardee institutions must reflect the institution’s effort. The total amount of funding to all subawardee institutions may not exceed 10% of the cumulative budget going to the primary institution, for example $200,000 for a $2,000,000 budget.

Funds cannot be used to support postdoctoral scientists.

Research doctoral students may be supported by program creation proposals after the program has started admitting students. Financial support may only be provided to doctoral students that are U.S. citizens, nationals, or permanent residents. Student support must be included on the "stipends" line under the "Participant Support Costs" section of the budget. Stipends to students must not replace other need-based grants and scholarships already awarded to the students.

Funds may be used for supplies for research doctoral students, research doctoral student travel, research doctoral student professional development activities, hire faculty, curriculum development, mentoring training, seminar speakers, among other expenses to ensure the success of students. Current faculty, except for the PI, are not supported as mentoring research doctoral students is part of the faculty responsibilities.

Funds may not be used to support postdoctoral scientists or for the purchase of equipment, laboratory renovations, or other infrastructure.

The CREST Program encourages hiring faculty from groups underrepresented in STEM who are U.S. citizens, nationals, or permanent residents.

CREST-RISE supported personnel are expected to participate in principal investigator meetings and must include travel funds to attend these annual meetings in their budget.

CREST-RISE RAD

RAD awards will not exceed $1,000,000 during a five-year period.

Research doctoral students may be supported after the institution starts admitting doctoral students.

Funds will not be used for the purchase of equipment, laboratory renovations, or other infrastructure.

CREST-RISE E&I

E&I awards will not exceed $500,000 during the one-year award period.

Funds cannot be used to support postdoctoral scientists or students.

D. Research.gov/Grants.gov Requirements

For Proposals Submitted Via Research.gov:

To prepare and submit a proposal via Research.gov, see detailed technical instructions available at: https://www.research.gov/research-portal/appmanager/base/desktop?_nfpb=true&_pageLabel=research_node_display&_nodePath=/researchGov/Service/Desktop/ProposalPreparationandSubmission.html . For Research.gov user support, call the Research.gov Help Desk at 1-800-381-1532 or e-mail [email protected] . The Research.gov Help Desk answers general technical questions related to the use of the Research.gov system. Specific questions related to this program solicitation should be referred to the NSF program staff contact(s) listed in Section VIII of this funding opportunity.

For Proposals Submitted Via Grants.gov:

Before using Grants.gov for the first time, each organization must register to create an institutional profile. Once registered, the applicant's organization can then apply for any federal grant on the Grants.gov website. Comprehensive information about using Grants.gov is available on the Grants.gov Applicant Resources webpage: https://www.grants.gov/web/grants/applicants.html . In addition, the NSF Grants.gov Application Guide (see link in Section V.A) provides instructions regarding the technical preparation of proposals via Grants.gov. For Grants.gov user support, contact the Grants.gov Contact Center at 1-800-518-4726 or by email: [email protected] . The Grants.gov Contact Center answers general technical questions related to the use of Grants.gov. Specific questions related to this program solicitation should be referred to the NSF program staff contact(s) listed in Section VIII of this solicitation.

Submitting the Proposal: Once all documents have been completed, the Authorized Organizational Representative (AOR) must submit the application to Grants.gov and verify the desired funding opportunity and agency to which the application is submitted. The AOR must then sign and submit the application to Grants.gov. The completed application will be transferred to Research.gov for further processing.

The NSF Grants.gov Proposal Processing in Research.gov informational page provides submission guidance to applicants and links to helpful resources including the NSF Grants.gov Application Guide , Grants.gov Proposal Processing in Research.gov how-to guide , and Grants.gov Submitted Proposals Frequently Asked Questions . Grants.gov proposals must pass all NSF pre-check and post-check validations in order to be accepted by Research.gov at NSF.

When submitting via Grants.gov, NSF strongly recommends applicants initiate proposal submission at least five business days in advance of a deadline to allow adequate time to address NSF compliance errors and resubmissions by 5:00 p.m. submitting organization's local time on the deadline. Please note that some errors cannot be corrected in Grants.gov. Once a proposal passes pre-checks but fails any post-check, an applicant can only correct and submit the in-progress proposal in Research.gov.

Proposers that submitted via Research.gov may use Research.gov to verify the status of their submission to NSF. For proposers that submitted via Grants.gov, until an application has been received and validated by NSF, the Authorized Organizational Representative may check the status of an application on Grants.gov. After proposers have received an e-mail notification from NSF, Research.gov should be used to check the status of an application.

VI. NSF Proposal Processing And Review Procedures

Proposals received by NSF are assigned to the appropriate NSF program for acknowledgement and, if they meet NSF requirements, for review. All proposals are carefully reviewed by a scientist, engineer, or educator serving as an NSF Program Officer, and usually by three to ten other persons outside NSF either as ad hoc reviewers, panelists, or both, who are experts in the particular fields represented by the proposal. These reviewers are selected by Program Officers charged with oversight of the review process. Proposers are invited to suggest names of persons they believe are especially well qualified to review the proposal and/or persons they would prefer not review the proposal. These suggestions may serve as one source in the reviewer selection process at the Program Officer's discretion. Submission of such names, however, is optional. Care is taken to ensure that reviewers have no conflicts of interest with the proposal. In addition, Program Officers may obtain comments from site visits before recommending final action on proposals. Senior NSF staff further review recommendations for awards. A flowchart that depicts the entire NSF proposal and award process (and associated timeline) is included in PAPPG Exhibit III-1.

A comprehensive description of the Foundation's merit review process is available on the NSF website at: https://www.nsf.gov/bfa/dias/policy/merit_review/ .

Proposers should also be aware of core strategies that are essential to the fulfillment of NSF's mission, as articulated in Leading the World in Discovery and Innovation, STEM Talent Development and the Delivery of Benefits from Research - NSF Strategic Plan for Fiscal Years (FY) 2022 - 2026 . These strategies are integrated in the program planning and implementation process, of which proposal review is one part. NSF's mission is particularly well-implemented through the integration of research and education and broadening participation in NSF programs, projects, and activities.

One of the strategic objectives in support of NSF's mission is to foster integration of research and education through the programs, projects, and activities it supports at academic and research institutions. These institutions must recruit, train, and prepare a diverse STEM workforce to advance the frontiers of science and participate in the U.S. technology-based economy. NSF's contribution to the national innovation ecosystem is to provide cutting-edge research under the guidance of the Nation's most creative scientists and engineers. NSF also supports development of a strong science, technology, engineering, and mathematics (STEM) workforce by investing in building the knowledge that informs improvements in STEM teaching and learning.

NSF's mission calls for the broadening of opportunities and expanding participation of groups, institutions, and geographic regions that are underrepresented in STEM disciplines, which is essential to the health and vitality of science and engineering. NSF is committed to this principle of diversity and deems it central to the programs, projects, and activities it considers and supports.

A. Merit Review Principles and Criteria

The National Science Foundation strives to invest in a robust and diverse portfolio of projects that creates new knowledge and enables breakthroughs in understanding across all areas of science and engineering research and education. To identify which projects to support, NSF relies on a merit review process that incorporates consideration of both the technical aspects of a proposed project and its potential to contribute more broadly to advancing NSF's mission "to promote the progress of science; to advance the national health, prosperity, and welfare; to secure the national defense; and for other purposes." NSF makes every effort to conduct a fair, competitive, transparent merit review process for the selection of projects.

1. Merit Review Principles

These principles are to be given due diligence by PIs and organizations when preparing proposals and managing projects, by reviewers when reading and evaluating proposals, and by NSF program staff when determining whether or not to recommend proposals for funding and while overseeing awards. Given that NSF is the primary federal agency charged with nurturing and supporting excellence in basic research and education, the following three principles apply:

• All NSF projects should be of the highest quality and have the potential to advance, if not transform, the frontiers of knowledge.
• NSF projects, in the aggregate, should contribute more broadly to achieving societal goals. These "Broader Impacts" may be accomplished through the research itself, through activities that are directly related to specific research projects, or through activities that are supported by, but are complementary to, the project. The project activities may be based on previously established and/or innovative methods and approaches, but in either case must be well justified.
• Meaningful assessment and evaluation of NSF funded projects should be based on appropriate metrics, keeping in mind the likely correlation between the effect of broader impacts and the resources provided to implement projects. If the size of the activity is limited, evaluation of that activity in isolation is not likely to be meaningful. Thus, assessing the effectiveness of these activities may best be done at a higher, more aggregated, level than the individual project.

With respect to the third principle, even if assessment of Broader Impacts outcomes for particular projects is done at an aggregated level, PIs are expected to be accountable for carrying out the activities described in the funded project. Thus, individual projects should include clearly stated goals, specific descriptions of the activities that the PI intends to do, and a plan in place to document the outputs of those activities.

These three merit review principles provide the basis for the merit review criteria, as well as a context within which the users of the criteria can better understand their intent.

2. Merit Review Criteria

All NSF proposals are evaluated through use of the two National Science Board approved merit review criteria. In some instances, however, NSF will employ additional criteria as required to highlight the specific objectives of certain programs and activities.

The two merit review criteria are listed below. Both criteria are to be given full consideration during the review and decision-making processes; each criterion is necessary but neither, by itself, is sufficient. Therefore, proposers must fully address both criteria. (PAPPG Chapter II.D.2.d(i). contains additional information for use by proposers in development of the Project Description section of the proposal). Reviewers are strongly encouraged to review the criteria, including PAPPG Chapter II.D.2.d(i), prior to the review of a proposal.

When evaluating NSF proposals, reviewers will be asked to consider what the proposers want to do, why they want to do it, how they plan to do it, how they will know if they succeed, and what benefits could accrue if the project is successful. These issues apply both to the technical aspects of the proposal and the way in which the project may make broader contributions. To that end, reviewers will be asked to evaluate all proposals against two criteria:

• Intellectual Merit: The Intellectual Merit criterion encompasses the potential to advance knowledge; and
• Broader Impacts: The Broader Impacts criterion encompasses the potential to benefit society and contribute to the achievement of specific, desired societal outcomes.

The following elements should be considered in the review for both criteria:

• Advance knowledge and understanding within its own field or across different fields (Intellectual Merit); and
• Benefit society or advance desired societal outcomes (Broader Impacts)?
• To what extent do the proposed activities suggest and explore creative, original, or potentially transformative concepts?
• Is the plan for carrying out the proposed activities well-reasoned, well-organized, and based on a sound rationale? Does the plan incorporate a mechanism to assess success?
• How well qualified is the individual, team, or organization to conduct the proposed activities?
• Are there adequate resources available to the PI (either at the home organization or through collaborations) to carry out the proposed activities?

Broader impacts may be accomplished through the research itself, through the activities that are directly related to specific research projects, or through activities that are supported by, but are complementary to, the project. NSF values the advancement of scientific knowledge and activities that contribute to achievement of societally relevant outcomes. Such outcomes include, but are not limited to: full participation of women, persons with disabilities, and other underrepresented groups in science, technology, engineering, and mathematics (STEM); improved STEM education and educator development at any level; increased public scientific literacy and public engagement with science and technology; improved well-being of individuals in society; development of a diverse, globally competitive STEM workforce; increased partnerships between academia, industry, and others; improved national security; increased economic competitiveness of the United States; and enhanced infrastructure for research and education.

Proposers are reminded that reviewers will also be asked to review the Data Management and Sharing Plan and the Mentoring Plan, as appropriate.

Additional Solicitation Specific Review Criteria

Reviewers will be asked to consider the following:

For CREST-RISE DPSI

• Does the proposal present comprehensive plans for the recruitment, retention, and graduation of all doctoral students including those from groups underrepresented in STEM who are U.S. citizens, nationals, or permanent residents?
• Is the institutional support for and financial and organizational sustainability of the project adequate?

For CREST-RISE RAD

• What is the PI’s mentoring experience?
• What is the potential of the PI to mentor graduate research doctorate students?

For CREST-RISE E&I

• Is the institutional financial and sustainability support for the equipment adequate?

B. Review and Selection Process

Proposals submitted in response to this program solicitation will be reviewed by Ad hoc Review and/or Panel Review.

Reviewers will be asked to evaluate proposals using two National Science Board approved merit review criteria and, if applicable, additional program specific criteria. A summary rating and accompanying narrative will generally be completed and submitted by each reviewer and/or panel. The Program Officer assigned to manage the proposal's review will consider the advice of reviewers and will formulate a recommendation.

After scientific, technical and programmatic review and consideration of appropriate factors, the NSF Program Officer recommends to the cognizant Division Director whether the proposal should be declined or recommended for award. NSF strives to be able to tell proposers whether their proposals have been declined or recommended for funding within six months. Large or particularly complex proposals or proposals from new recipients may require additional review and processing time. The time interval begins on the deadline or target date, or receipt date, whichever is later. The interval ends when the Division Director acts upon the Program Officer's recommendation.

After programmatic approval has been obtained, the proposals recommended for funding will be forwarded to the Division of Grants and Agreements or the Division of Acquisition and Cooperative Support for review of business, financial, and policy implications. After an administrative review has occurred, Grants and Agreements Officers perform the processing and issuance of a grant or other agreement. Proposers are cautioned that only a Grants and Agreements Officer may make commitments, obligations or awards on behalf of NSF or authorize the expenditure of funds. No commitment on the part of NSF should be inferred from technical or budgetary discussions with a NSF Program Officer. A Principal Investigator or organization that makes financial or personnel commitments in the absence of a grant or cooperative agreement signed by the NSF Grants and Agreements Officer does so at their own risk.

Once an award or declination decision has been made, Principal Investigators are provided feedback about their proposals. In all cases, reviews are treated as confidential documents. Verbatim copies of reviews, excluding the names of the reviewers or any reviewer-identifying information, are sent to the Principal Investigator/Project Director by the Program Officer. In addition, the proposer will receive an explanation of the decision to award or decline funding.

VII. Award Administration Information

A. notification of the award.

Notification of the award is made to the submitting organization by an NSF Grants and Agreements Officer. Organizations whose proposals are declined will be advised as promptly as possible by the cognizant NSF Program administering the program. Verbatim copies of reviews, not including the identity of the reviewer, will be provided automatically to the Principal Investigator. (See Section VI.B. for additional information on the review process.)

B. Award Conditions

An NSF award consists of: (1) the award notice, which includes any special provisions applicable to the award and any numbered amendments thereto; (2) the budget, which indicates the amounts, by categories of expense, on which NSF has based its support (or otherwise communicates any specific approvals or disapprovals of proposed expenditures); (3) the proposal referenced in the award notice; (4) the applicable award conditions, such as Grant General Conditions (GC-1)*; or Research Terms and Conditions* and (5) any announcement or other NSF issuance that may be incorporated by reference in the award notice. Cooperative agreements also are administered in accordance with NSF Cooperative Agreement Financial and Administrative Terms and Conditions (CA-FATC) and the applicable Programmatic Terms and Conditions. NSF awards are electronically signed by an NSF Grants and Agreements Officer and transmitted electronically to the organization via e-mail.

*These documents may be accessed electronically on NSF's Website at https://www.nsf.gov/awards/managing/award_conditions.jsp?org=NSF . Paper copies may be obtained from the NSF Publications Clearinghouse, telephone (703) 292-8134 or by e-mail from [email protected] .

More comprehensive information on NSF Award Conditions and other important information on the administration of NSF awards is contained in the NSF Proposal & Award Policies & Procedures Guide (PAPPG) Chapter VII, available electronically on the NSF Website at https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg .

Administrative and National Policy Requirements

Build America, Buy America

As expressed in Executive Order 14005, Ensuring the Future is Made in All of America by All of America’s Workers (86 FR 7475), it is the policy of the executive branch to use terms and conditions of Federal financial assistance awards to maximize, consistent with law, the use of goods, products, and materials produced in, and services offered in, the United States.

Consistent with the requirements of the Build America, Buy America Act (Pub. L. 117-58, Division G, Title IX, Subtitle A, November 15, 2021), no funding made available through this funding opportunity may be obligated for an award unless all iron, steel, manufactured products, and construction materials used in the project are produced in the United States. For additional information, visit NSF’s Build America, Buy America webpage.

Special Award Conditions:

Recipients are required to use the NSF Education and Training Application (ETAP) to manage participants supported by CREST-RISE.

Acknowledgment of Support and Disclaimer

All publications, presentations, and creative works based on activities conducted during the award must acknowledge NSF CREST-RISE support and provide a disclaimer by including the following statement in the Acknowledgements or other appropriate section:

"This material is based upon work supported by the National Science Foundation CREST-RISE under Grant No. (NSF Award number). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation."

C. Reporting Requirements

For all multi-year grants (including both standard and continuing grants), the Principal Investigator must submit an annual project report to the cognizant Program Officer no later than 90 days prior to the end of the current budget period. (Some programs or awards require submission of more frequent project reports). No later than 120 days following expiration of a grant, the PI also is required to submit a final annual project report, and a project outcomes report for the general public.

Failure to provide the required annual or final annual project reports, or the project outcomes report, will delay NSF review and processing of any future funding increments as well as any pending proposals for all identified PIs and co-PIs on a given award. PIs should examine the formats of the required reports in advance to assure availability of required data.

PIs are required to use NSF's electronic project-reporting system, available through Research.gov, for preparation and submission of annual and final annual project reports. Such reports provide information on accomplishments, project participants (individual and organizational), publications, and other specific products and impacts of the project. Submission of the report via Research.gov constitutes certification by the PI that the contents of the report are accurate and complete. The project outcomes report also must be prepared and submitted using Research.gov. This report serves as a brief summary, prepared specifically for the public, of the nature and outcomes of the project. This report will be posted on the NSF website exactly as it is submitted by the PI.

More comprehensive information on NSF Reporting Requirements and other important information on the administration of NSF awards is contained in the NSF Proposal & Award Policies & Procedures Guide (PAPPG) Chapter VII, available electronically on the NSF Website at https://www.nsf.gov/publications/pub_summ.jsp?ods_key=pappg .

Additional Reporting Requirements:

PIs are required to include the outcomes summary table located in the CREST Program webpage as a support file in their project reports. No other support files are allowed.

PIs must include their unobligated balance in the Accomplishments section of the annual project report under the heading "What do you plan to do during the next reporting period to accomplish the goals?".

Program Evaluation

The Division of Equity for Excellence in STEM conducts evaluations to provide evidence on the impact of the EES programs on individuals' career progress, as well as professional productivity; and provide an understanding of the program policies in achieving the program goals. Additionally, it is highly desirable to have a structured means of tracking awardees to assess the impact the award has had on their career. Accordingly, support recipients may be contacted for updates on various aspects of their employment history, professional activities and accomplishments, participation in international research collaborations, and other information helpful in evaluating the impact of the program. Support recipients and their institutions agree to cooperate in program-level evaluations conducted by the NSF and/or contracted evaluators.

VIII. Agency Contacts

Please note that the program contact information is current at the time of publishing. See program website for any updates to the points of contact.

General inquiries regarding this program should be made to:

For questions related to the use of NSF systems contact:

• NSF Help Desk: 1-800-381-1532
• Research.gov Help Desk e-mail: [email protected]

For questions relating to Grants.gov contact:

• Grants.gov Contact Center: If the Authorized Organizational Representatives (AOR) has not received a confirmation message from Grants.gov within 48 hours of submission of application, please contact via telephone: 1-800-518-4726; e-mail: [email protected] .

IX. Other Information

The NSF website provides the most comprehensive source of information on NSF Directorates (including contact information), programs and funding opportunities. Use of this website by potential proposers is strongly encouraged. In addition, "NSF Update" is an information-delivery system designed to keep potential proposers and other interested parties apprised of new NSF funding opportunities and publications, important changes in proposal and award policies and procedures, and upcoming NSF Grants Conferences . Subscribers are informed through e-mail or the user's Web browser each time new publications are issued that match their identified interests. "NSF Update" also is available on NSF's website .

Grants.gov provides an additional electronic capability to search for Federal government-wide grant opportunities. NSF funding opportunities may be accessed via this mechanism. Further information on Grants.gov may be obtained at https://www.grants.gov .

About The National Science Foundation

The National Science Foundation (NSF) is an independent Federal agency created by the National Science Foundation Act of 1950, as amended (42 USC 1861-75). The Act states the purpose of the NSF is "to promote the progress of science; [and] to advance the national health, prosperity, and welfare by supporting research and education in all fields of science and engineering."

NSF funds research and education in most fields of science and engineering. It does this through grants and cooperative agreements to more than 2,000 colleges, universities, K-12 school systems, businesses, informal science organizations and other research organizations throughout the US. The Foundation accounts for about one-fourth of Federal support to academic institutions for basic research.

NSF receives approximately 55,000 proposals each year for research, education and training projects, of which approximately 11,000 are funded. In addition, the Foundation receives several thousand applications for graduate and postdoctoral fellowships. The agency operates no laboratories itself but does support National Research Centers, user facilities, certain oceanographic vessels and Arctic and Antarctic research stations. The Foundation also supports cooperative research between universities and industry, US participation in international scientific and engineering efforts, and educational activities at every academic level.

Facilitation Awards for Scientists and Engineers with Disabilities (FASED) provide funding for special assistance or equipment to enable persons with disabilities to work on NSF-supported projects. See the NSF Proposal & Award Policies & Procedures Guide Chapter II.F.7 for instructions regarding preparation of these types of proposals.

The National Science Foundation has Telephonic Device for the Deaf (TDD) and Federal Information Relay Service (FIRS) capabilities that enable individuals with hearing impairments to communicate with the Foundation about NSF programs, employment or general information. TDD may be accessed at (703) 292-5090 and (800) 281-8749, FIRS at (800) 877-8339.

The National Science Foundation Information Center may be reached at (703) 292-5111.

Privacy Act And Public Burden Statements

The information requested on proposal forms and project reports is solicited under the authority of the National Science Foundation Act of 1950, as amended. The information on proposal forms will be used in connection with the selection of qualified proposals; and project reports submitted by proposers will be used for program evaluation and reporting within the Executive Branch and to Congress. The information requested may be disclosed to qualified reviewers and staff assistants as part of the proposal review process; to proposer institutions/grantees to provide or obtain data regarding the proposal review process, award decisions, or the administration of awards; to government contractors, experts, volunteers and researchers and educators as necessary to complete assigned work; to other government agencies or other entities needing information regarding proposers or nominees as part of a joint application review process, or in order to coordinate programs or policy; and to another Federal agency, court, or party in a court or Federal administrative proceeding if the government is a party. Information about Principal Investigators may be added to the Reviewer file and used to select potential candidates to serve as peer reviewers or advisory committee members. See System of Record Notices , NSF-50 , "Principal Investigator/Proposal File and Associated Records," and NSF-51 , "Reviewer/Proposal File and Associated Records.” Submission of the information is voluntary. Failure to provide full and complete information, however, may reduce the possibility of receiving an award.

An agency may not conduct or sponsor, and a person is not required to respond to, an information collection unless it displays a valid Office of Management and Budget (OMB) control number. The OMB control number for this collection is 3145-0058. Public reporting burden for this collection of information is estimated to average 120 hours per response, including the time for reviewing instructions. Send comments regarding the burden estimate and any other aspect of this collection of information, including suggestions for reducing this burden, to:

Suzanne H. Plimpton Reports Clearance Officer Policy Office, Division of Institution and Award Support Office of Budget, Finance, and Award Management National Science Foundation Alexandria, VA 22314

Staff Research Associate - 128926

Job description, #128926 staff research associate.

UCSD Layoff from Career Appointment : Apply by 03/27/2024 for consideration with preference for rehire. All layoff applicants should contact their Employment Advisor.

Special Selection Applicants : Apply by 04/09/2024. Eligible Special Selection clients should contact their Disability Counselor for assistance.

DESCRIPTION

UCSD Health Sciences is a $1 billion dollar plus organization encompassing 16 academic departments (14 clinical, 2 basic sciences), 2 pre academic/hospital departments, 2 professional schools (School of Medicine and Skaggs School of Pharmacy and Pharmaceutical Sciences), 2 hospitals, and various other programs and units all dedicated towards fulfilling the Health Sciences missions.

The Department of Pathology plays a key role in the University’s three missions. It aims to achieve the highest standards in patient care, research and education. The Department provides diagnostic pathology services in a wide variety of subspecialties with highly trained subspecialists who are recognized for their expertise. The Department’s research programs are diverse and interface with a wealth of basic and translational research programs that are a hallmark of UC San Diego.

Under the broad supervision of the PI, the staff research associate will design and perform experiments to address scientific questions related to breast cancer biology including tumor-host crosstalk. They will perform research activities in the fields of cell and molecular biology such as in vitro cell culture work (including culture of human breast cancer cells), isolation of primary cells from human tissues, molecular cloning, protein quantification, western-blot, DNA/RNA extraction, and Q-PCR, amongst other. They will also prepare media, buffers, and solutions as needed. Data processing and statistical analysis as needed required.

The Research Associate will also manage our biohazard use authorization and serve as our area safety coordinator, provide routine laboratory equipment maintenance, order and maintain lab supplies and equipment, and oversee undergraduate part-time lab aides.

The SRA will work in the stimulating environments of the UC San Diego Department of Pathology. They will participate in large group meetings as well as project-oriented meetings where they will be required to present their own data as well as published work under a journal club format in a supportive and intellectually stimulating environment.

MINIMUM QUALIFICATIONS

Theoretical knowledge of molecular, cellular, biological and genetics concepts typically acquired through Bachelor degree in biology or related field, and/or relevant lab experience.

Demonstrated experience in sterile technique, cell, and tissue culture work.

Ability and willingness to handle and work with human tissues and other biohazardous, toxic, and carcinogenic materials and to recognize safety problems. Knowledge of radiation safety and biosafety techniques and practices. Demonstrated ability to follow established Safety and Biohazardous Material Guidelines and implement measures to ensure compliance and maintain associated records.

Demonstrated excellent communication and interpersonal skills over a wide range of situations and individuals needed to interact professionally and effectively in the work environment in person, on the phone, and in writing to a diverse population; including persons from foreign countries, the business community, academicians, students and staff with a high degree of diplomacy, mature judgment, tact, and flexibility.

Demonstrated experience with the operation of a personal computer and software applications, such as Microsoft Office (Word, Excel, Access), Photoshop, Acrobat. Some basic knowledge of program language R or Python preferred but not essential.

Knowledge of proper formats, grammar, and spelling in English and proofreading ability sufficient to compose, edit, and publish professional correspondence as well as effectively and accurately document research procedures. Ability to read, comprehend, discuss, and present research materials.

Demonstrated skills in the operation and maintenance of various lab equipment such as centrifuges, spectrophotometers, balances, pH meters, autoclaves and electrophoresis equipment.

Demonstrated organizational skills to order and maintain lab reagents and supplies and keep accurate lab records and computer files.

Willingness to learn new theory, techniques, protocols and tasks.

Demonstrated experience with DNA, RNA and protein assays.

Demonstrated experience making decisions, analyzing situations, problem solving, and initiating action for laboratory maintenance.

Demonstrated ability to independently design experiments to address specific scientific questions with appropriate controls and variables.

PREFERRED QUALIFICATIONS

Experience with UCSD ordering, EH&S, and facilities policies and business systems

Demonstrated skill to work with animal and human tissues; tissue trimming and histology analysis, and knowledge in necropsy.

SPECIAL CONDITIONS

Must be willing to work with animal/human tissues and mouse models.

Must be willing to work with hazardous materials.

Occasional travel to campus (about 2 miles away from lab)

Employment is subject to a criminal background check.

Pay Transparency Act

Annual Full Pay Range: $58,548 - $94,190 (will be prorated if the appointment percentage is less than 100%)

Hourly Equivalent: $28.04 - $45.11

Factors in determining the appropriate compensation for a role include experience, skills, knowledge, abilities, education, licensure and certifications, and other business and organizational needs. The Hiring Pay Scale referenced in the job posting is the budgeted salary or hourly range that the University reasonably expects to pay for this position. The Annual Full Pay Range may be broader than what the University anticipates to pay for this position, based on internal equity, budget, and collective bargaining agreements (when applicable).

If employed by the University of California, you will be required to comply with our Policy on Vaccination Programs, which may be amended or revised from time to time. Federal, state, or local public health directives may impose additional requirements. If applicable, life-support certifications (BLS, NRP, ACLS, etc.) must include hands-on practice and in-person skills assessment; online-only certification is not acceptable.

UC San Diego Health Sciences is comprised of our School of Medicine, Skaggs School of Pharmacy and Pharmaceutical Sciences, The Herbert Wertheim School of Public Health and Human Longevity Science, and our Student Health and Well-Being Department. We have long been at the forefront of translational - or "bench-to-bedside" - research, transforming patient care through discovery and innovation leading to new drugs and technologies. Translational research is carried out every day in the hundreds of clinical trials of promising new therapies offered through UC San Diego Health, and in the drive of our researchers and clinician-scientists who are committed to having a significant impact on patient care. We invite you to join our team!

Applications/Resumes are accepted for current job openings only. For full consideration on any job, applications must be received prior to the initial closing date. If a job has an extended deadline, applications/resumes will be considered during the extension period; however, a job may be filled before the extended date is reached.

To foster the best possible working and learning environment, UC San Diego strives to cultivate a rich and diverse environment, inclusive and supportive of all students, faculty, staff and visitors. For more information, please visit UC San Diego Principles of Community .

UC San Diego Health is an Equal Opportunity/Affirmative Action Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, national origin, disability, age, protected veteran status, gender identity or sexual orientation. For the complete University of California nondiscrimination and affirmative action policy see: http://www-hr.ucsd.edu/saa/nondiscr.html

UC San Diego is a smoke and tobacco free environment. Please visit smokefree.ucsd.edu for more information.

UC San Diego Health maintains a marijuana and drug free environment. Employees may be subject to drug screening.

Application Instructions

Please click on the link below to apply for this position. A new window will open and direct you to apply at our corporate careers page. We look forward to hearing from you!

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Posted : 3/26/2024

Job Reference # : 128926

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Clinical Research Coordinator, Duke Cancer Institute

Durham, NC, US, 27710

School of Medicine

Established in 1930, Duke University School of Medicine is the youngest of the nation's top medical schools. Ranked sixth among medical schools in the nation, the School takes pride in being an inclusive community of outstanding learners, investigators, clinicians, and staff where interdisciplinary collaboration is embraced and great ideas accelerate translation of fundamental scientific discoveries to improve human health locally and around the globe. Composed of more than 2,600 faculty physicians and researchers, nearly 2,000 students, and more than 6,200 staff, the Duke University School of Medicine along with the Duke University School of Nursing, and Duke University Health System comprise Duke Health, a world-class academic medical center. The Health System encompasses Duke University Hospital, Duke Regional Hospital, Duke Raleigh Hospital, Duke Health Integrated Practice, Duke Primary Care, Duke Home Care and Hospice, Duke Health and Wellness, and multiple affiliations.

Clinical Research Coordinator [CRC]

Oncology Clinical Research Unit [CRU]

Wake Clinical Research Program [WK]

Position Description , 

Occupational Summary

Provide leadership and coordination in the conduct of multiple, complex oncology clinical trials and research studies including Investigational Products [IP] for the Duke Cancer Institute’s [DCI] Wake Clinical Research Program [WK].  The Oncology Clinical Research Unit [CRU] oversees the conduct of research. 

Work Preformed

Operations, Study and Site Management – 40% Effort

Employ strategies to maintain recruitment and retention rates, and assist participants with individual needs.  Collect information to determine appropriate study feasibility, recruitment and retention strategies.  Evaluate processes to identify issues related to recruitment and retention rates; offer solutions. 

Work closely with the Principal Investigator [PI] and study team to recruit, screen and enroll participants for studies.  Conduct and document consent for study participants.  Schedule participants and conduct visits for studies; conduct and document visits. 

Coordinate study activities with teammates and colleagues to successfully implement and conduct the study.  Recognize and offer solutions to study problems. Escalate issues appropriately.  Take part in site initiation and closeout visits.  Assist in the development of new studies.

Maintain study's compliance with institutional requirements and policies.  Maintain appropriate study-level documentation including regulatory binders, enrollment logs, and patient registration in the system of record.  Record adverse events [AE] and report promptly.  Oversee maintenance of Delegation of Authority Logs and training of key personnel on study specific duties.     

Assist with the development of Conflict of Interest [COI], Data Safety Monitoring Plans [DSMPs], and Research Data Security Plans [RDSPs].  Assist with the coordination of external monitoring boards.

Follow procedures and documentation of study payment and participant care expenses in a timely fashion.  Monitor financial study milestones and report appropriately.  Coordinate with financial teams and participate in budget development.  Assist with study budgets and closeouts. 

Communication – 20% Effort

Serve as primary liaison with sponsors, study personnel and PI for assigned studies.  Collaborate, and communicate with other study personnel as required.  Communicate concerns clearly in a professional manner.  Respond timely to emails, phone calls and questions.  Refer more complex questions and escalate issues to others as appropriate.  

Data – 15% Effort

Use Electronic Data Capture [EDC] systems and enter data accurately.  Detect issues related to data capture, collection or management and suggest solutions. 

Comply with required processes, policies, and systems to ensure data security and provenance.  Recognize and report vulnerabilities related to security of physical and electronic data.  Assist in investigating incomplete, inaccurate or missing data and documents to ensure accuracy and completeness of data. 

Leadership – 10% Effort

Actively network.  Provide leadership within the team.  Actively and proactively participate in team meetings, committees, task forces and ad hoc groups. 

Encourage career development by actively seeking out continuing education opportunities.  Participate in scientific presentations and publications. 

Serve as an expert resource for colleagues and teammates.  Mentor staff, including those in the same job title.  Support colleagues in their project work; encourage completion. 

Ethics – 15% Effort

Communicate to study staff and research participants the difference between clinical and research activities, and the risks and benefits of study participations.  Recognize when staff and patients are having difficulty with the distinction and work hard to help them understand the differences. 

Summarize and clarify for study teams, the professional guidelines and code of ethics related to the conduct of clinical research. 

Know and follow policies, standard operating procedures [SOPs], regulations and protocol requirements that govern clinical research.  Maintain Duke and project specific training and certification requirements.

Basic Life Saving [BLS] certification from the American Heart Association or Duke approved equivalent course is a requirement of this position. 

Other work as assigned. 

The intent of this job description is to provide a representative and level of the types of duties and responsibilities that will be required of positions given this title and shall not be construed as a declaration of the total of the specific duties and responsibilities of any particular position. Employees may be directed to perform job-related tasks other than those specifically presented in this description.

Preferences

The preferred candidate will have oncology or research experience , training, education or clinical trials coordination experience.   

Qualifications Required At This Level

Link to the required education, training, experience and skills required for a 1201 Clinical Research Coordinator classification: https://forms.hr.duke.edu/descriptions/university/select.php?ID=1201  

Minimum Qualifications

Completion of an Associate's degree

Work requires a minimum of two years of relevant research experience. A Bachelor's degree may substitute for 2 years required experience.

Duke is an Affirmative Action/Equal Opportunity Employer committed to providing employment opportunity without regard to an individual's age, color, disability, gender, gender expression, gender identity, genetic information, national origin, race, religion, sex, sexual orientation, or veteran status.

Duke aspires to create a community built on collaboration, innovation, creativity, and belonging. Our collective success depends on the robust exchange of ideas—an exchange that is best when the rich diversity of our perspectives, backgrounds, and experiences flourishes. To achieve this exchange, it is essential that all members of the community feel secure and welcome, that the contributions of all individuals are respected, and that all voices are heard. All members of our community have a responsibility to uphold these values.

Essential Physical Job Functions: Certain jobs at Duke University and Duke University Health System may include essentialjob functions that require specific physical and/or mental abilities. Additional information and provision for requests for reasonable accommodation will be provided by each hiring department.

Nearest Major Market: Durham Nearest Secondary Market: Raleigh

Duke is an Affirmative Action / Equal Opportunity Employer committed to providing employment opportunity without regard to an individual’s age, color, disability, gender, gender expression, gender identity, genetic information, national origin, race, religion, sex, sexual orientation, or veteran status. Read more about Duke’s commitment to affirmative action and nondiscrimination at hr.duke.edu/eeo.

Data Analytics & Visualization Internship

• Student Employment & Internships

Job description

ADM Data Analytics/Visualization Internship

ADM is looking for an intern to work on designing, building, and implementing data visualization screens/dashboards to support R&D projects and processes that drive strategic growth for ADM. This involves liaising with R&D teams to acquire the underlying data, application owners to understand raw or source data structures, and end users to accurately design strategic data visualizations. Responsibilities will include, but are not limited to; data visualization in Aveva PIVision, advanced data analysis in PI Asset Framework (mass balances, KPI tracking, etc), building reports in PI Reporter, etc.

Job Description

• Participate in designing overall logical & physical data visualization and architectures to support operational requirements
• Design, develop, test and document data visualizations and assist with deployment, validation, and improvements
• Work with technical and commercial colleagues to identify necessary metrics for visualizations, develop and maintain data analytical expressions and visualizations (dashboards, trends, KPIs, etc.)
• Document solutions through high/low level design documentation
• Contribute to development of the overall solution approach, recommend solutions to address gaps
• Prepare and present ideas and recommendations to colleagues and management
• Propose new methodologies to demonstrate data to improve existing methodologies
• Analyze data and assist with developing insights (e.g., via data visualization tools like Aveva PI, etc.) to enable operational decision making
• Understand and navigate a wide array of source data systems (enterprise data warehouses, relational databases, IT systems, in house and COTS applications, documents, APIs, unstructured data, big data, Vector database etc.)

Qualifications

• Current student in good standing at UIUC
• Job may continue part time (10-20 hours/week) during the fall 2024 semester (dictated by business need, intern interest and intern summer performance)
• Enrolled in, or equivalent, IT, Computer Science, Science, Engineering, Statistics, Programming, Data Analytics, Mathematical or related field.

To apply for this job please visit urldefense.com .

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Student Assistant

Assist lead instructor(s) for the Office of Educational Programs STEM Summer programs such as, but not limited to, the WDTS RENEW FermiLab and Brookhaven Lab Summer Exchange School.  This position is on-site.

Essential Duties and Responsibilities:

• Support lead instructor with facilitation as needed.
• Support lead instructor in program preparation as needed.
• Enforce BNL safety regulations and program expectations.
• Assist in program development as needed.
• Support students and lead instructor in program deliverables.

Required Knowledge, Skills, and Abilities:

• Must be an upper-level college (rising Junior or Senior) or graduate-level student enrolled in a STEM or STEM education program.
• Must work well in diverse group settings.
• Strong interpersonal and communication skills.
• Proficient in Microsoft Office, including Word, PowerPoint, and Excel.
• Proficient in computer languages such as, but not limited to, C++ and Python.

Preferred Knowledge, Skills, and Abilities:

• Formal or informal teaching experience.
• Bilingual skills.

Other Information:

• The STEM Summer Teaching Assistant will be required to attend the program orientation and organizational meetings as scheduled .

Brookhaven employees are subject to restrictions related to participation in Foreign Government Talent Recruitment Programs, as defined and detailed in United States Department of Energy Order 486.1A. You will be asked to disclose any such participation at the time of hire for review by Brookhaven. The full text of the Order may be found at: https://www.directives.doe.gov/directives-documents/400-series/0486.1-BOrder-a/@@images/file

Equal Opportunity/Affirmative Action Employer

Brookhaven Science Associates is an equal opportunity employer that values inclusion and diversity at our Lab. We are committed to ensuring that all qualified applicants receive consideration for employment and will not be discriminated against on the basis of race, color, religion, sex, sexual orientation, gender identity, national origin, age, status as a veteran, disability or any other federal, state or local protected class. BSA takes affirmative action in support of its policy and to advance in employment individuals who are minorities, women, protected veterans, and individuals with disabilities. We ensure that individuals with disabilities are provided reasonable accommodation to participate in the job application or interview process, to perform essential job functions, and to receive other benefits and privileges of employment. Please contact us to request accommodation.

*VEVRAA Federal Contractor

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Brookhaven strives to assist employees to better manage their complex personal and professional lives. We celebrate our inclusive culture, progressive policies, programs, and active community involvement.

Goldhaber Fellowships

The prestigious Gertrude and Maurice Goldhaber Distinguished Fellowships are awarded to scientists with exceptional talent and credentials.

Awards and Discoveries

Collaborate with world-class experts at the frontiers of science. Research at Brookhaven has led to seven Nobel Prize-winning discoveries, and many Lab scientists have been honored with prestigious awards.

The Brookhaven Experience

Brookhaven Lab and its world-class research facilities are at the forefront of scientific discovery, and 60 miles east of midtown Manhattan. Employment at Brookhaven Lab comes with many benefits.

Everywhere Is Within Reach

Brookhaven Lab is located just miles from Long Island’s beautiful beaches, vineyards, restaurants, shopping, schools, and more. Plus, New York City and three major airports are within 60 miles of our gate.

We know that benefits are an important part of your employment. Our benefits programs address both the immediate needs of your family, such as insurance coverage, and long term needs like retirement savings.

Long Island, Where you BeLONG.

Long Island is a special place to be. A place where those who call it home share a sincere pride in its uniqueness. Wherever your intrique may take you, you can find where you BeLong on Long Island.

Research Assistant for Higher Education

Job description overview.

A Research Assistant for Higher Education plays an essential role in education by assisting professors and researchers with their research projects. Their primary responsibility is to help gather data, analyze it and assist with academic publications. The job involves conducting literature reviews, developing and implementing research methodologies, collecting and analyzing data, conducting interviews, and presenting results. The assistant ensures that the research is conducted ethically and meticulously, adhering to the research protocol. They work as a team player under the guidance of senior faculty members to help them meet their research goals. The research assistant for higher education job description requires excellent communication, organizational, and problem-solving skills, a high level of attention to detail, and the ability to work effectively under pressure. If you're interested in pursuing a career in higher education research and are eager to make a difference in the field of education, this job may be right for you.

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Table of contents, job duties and responsibilities.

• Assist with research studies by collecting and analyzing data
• Conduct literature reviews to gather information on relevant topics
• Help prepare reports and presentations based on research findings
• Participate in team meetings to discuss research progress and ideas
• Collaborate with faculty members and researchers in the department
• Ensure research protocols and ethical guidelines are followed
• Manage and organize research materials and documents
• Perform administrative tasks such as scheduling meetings and maintaining databases
• Support grant proposal writing and funding applications process
• Maintain confidentiality of research participants' data and information.

Experience and Education Requirements

A "Research Assistant for Higher Education" in the Education industry must have an excellent academic background with a Bachelor's or Master's degree in Education, Psychology or a related field. In addition, experience in conducting research or work in an educational setting is a great advantage. You should have a passion for statistical analysis and be skilled in handling data. Good writing, presentation, and organizational skills are also necessary. Furthermore, critical thinking and problem-solving abilities are essential to succeed in this role. In summary, higher education research assistant positions require academic credentials along with work experience in education or a related field, with a strong focus on research methodologies and analysis.

Salary Range

Research Assistant for Higher Education salary range varies greatly across the United States based on factors such as qualifications, geographic location, and years of experience. On average, the salary range is between $30,000 to $55,000 per year. The low end of the salary range starts from $23,000 while the top end can reach as high as $76,000 per year.

According to data from Glassdoor, the average salary for a Research Assistant in the higher education industry in the United States is $40,000 per year. The Bureau of Labor Statistics also shows that the median annual wage for research assistants in the United States is $46,000.

In other countries, such as the United Kingdom, the average salary for a Research Assistant in higher education ranges from £19,000 to £28,000 per year according to Prospects, a UK career website.

• Glassdoor: https://www.glassdoor.com/Salaries/research-assistant-higher-education-salary-SRCH_KO0,35.htm 
• Bureau of Labor Statistics: https://www.bls.gov/ooh/life-physical-and-social-science/research-assistants.htm 
• Prospects UK: https://www.prospects.ac.uk/job-profiles/research-assistant-higher-education

Career Outlook

The career outlook for a Research Assistant for Higher Education in the education industry over the next 5 years is looking promising! According to the Bureau of Labor Statistics, the employment of all social science research assistants, including those in the education industry, is projected to grow 5% from 2019 to 2029. This is about as fast as the average growth for all occupations. With the ongoing demand for education and interest in research, there will continue to be a need for research assistants in higher education. Additionally, as universities and colleges continue to expand their research programs, there will be a greater need for research staff. All in all, it's an exciting time to be a research assistant in higher education!

Frequently Asked Questions (FAQ)

Q: What does a Research Assistant for Higher Education do?

A: A Research Assistant for Higher Education provides support to professors and researchers by conducting research, analyzing data, preparing reports, and assisting with project management.

Q: What qualifications are required for this job?

A: A bachelor's degree in a related field such as education, social sciences, or research is typically required for this job. Some positions may require a master's degree or experience with research methodologies and data analysis.

Q: What skills are necessary for this job?

A: Strong analytical skills, attention to detail, and excellent organizational skills are essential for this job. An ability to work independently and as part of a team, excellent communication and writing skills, and proficiency in Microsoft Excel and statistical analysis software are also desirable.

Q: Who does a Research Assistant for Higher Education typically report to?

A: Research Assistants for Higher Education typically report to professors or researchers in higher education institutions such as universities, colleges, and research centers.

Q: What types of projects would a Research Assistant for Higher Education work on?

A: Research Assistants for Higher Education may work on a variety of projects related to higher education, such as researching trends in educational practices, analyzing data related to student outcomes, or evaluating the effectiveness of various educational programs. They may also assist with developing grant proposals or conference presentations.

Job Descriptions:

Professor of women's studies, media studies teaching assistant, psychology professor, dean of students, theology professor.

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Medical Assistant - Infectious Diseases

• Phoenix, AZ
• Benefit Eligible

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At Mayo Clinic, you will become a vital member of a dynamic team at one of the world's most exceptional health care institutions. Our Nursing Care Model combines Relationship-Based Care with an evidence-based approach. This allows for a stronger connection between patient and caregiver, and a more individualized, appropriate type of care. You will also discover a culture of teamwork, professionalism and mutual respect, and—most importantly—a life-changing career.

Job Description

City Phoenix

Department Nursing

The medical assistant performs assigned tasks of direct and indirect care in the ambulatory setting to meet the care needs of patients under the direct supervision of a physician (medical acts) or assigned supervisor. The medical assistant participates as a member of the health care team and accepts appropriate delegation from the RN or physician in meeting needs of the patient/family. The medical assistant performs assigned tasks in accordance with the patient care plan, policies and procedures of the organization and principles of relationship-based care. The medical assistant carries out designated activities that are within those functions limited by law to unlicensed health care personnel.

During the selection process you will participate in a virtual (pre-recorded) interview that you can complete at your convenience. During the virtual interview, a question will appear on your screen, and you will have time to consider each question before responding. You will have the opportunity to re-record your answer to each question — Mayo Clinic will only see the final recording. The complete interview will be reviewed by a Mayo Clinic staff member and you will be notified of next steps as appropriate. 

• High school diploma or GED equivalent. 
• Graduate from a Medical Assistant diploma or associate degree program.
• If graduation did not occur within the last two years, one year of recent medical assistant experience working in an applicable setting.

Additional Qualifications

• Excellent communication skills (verbal and written). 
• Experience working in a team environment. 
• Computer proficiency required, including prior experience with electronic medical record systems. 
• Ability to work daytime hours, flexibility may be required to meet staffing needs. 
• Ability to adapt to unpredictable situations within the work setting. 

Certification/Licensure

• Maintains Basic Life Support (BLS) competency. 
• Active Medical Assistant certification (CMA), or registration (RMA) or Certified Clinical Medical Assistant (CCMA) is required. 

Career Path

Mayo Clinic offers many different nursing career opportunities to meet the needs of nursing professionals with a variety of educational and work experiences.

Whether you have a vocational certificate, or an associate, bachelor's, master's or doctoral degree, Mayo Clinic's multidisciplinary, team-oriented work environment presents opportunities that are rarely experienced elsewhere.

High School Diploma/ Vocational Degree

• Health Unit Coordinator
• Surgical Core/Sterilization Technician
• Patient Care/Nursing Assistant or Technician
• Emergency Department Technician
• IV Technician
• Urology Technician
• Licensed Practical Nurse
• Medical Assistant
• Associate Degree
• Registered Nurse
• Certified Surgical Technologist

Bachelor's Degree

• Certified Surgical Assistant
• Clinical Resource Nurse
• Nursing Research
• Social Worker
• Nurse Supervisor
• Nurse Manager

Graduate Degree

• Nursing Education Specialist
• Nurse Scientist
• Clinical Nurse Specialist
• Nurse Practitioner
• Certified Registered Nurse Anesthetist
• Nurse Leadership

Pension & 403(b)/401(k) Match

Continuing medical education, paid time off & disability, relocation assistance, choose from a wide number of specialties and settings, about our location.

Phoenix, Arizona

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Nursing at Mayo Clinic in Rochester awarded Magnet designation for sixth time.

On Dec. 16, the American Nurses Credentialing Center (ANCC) notified... Department of Nursing in Rochester that it had achieved its sixth designation as a Magnet Nursing Program to the Centers for Disease…

#ThrowbackThursday: ‘Nurse Coordinator’ Concept Helps Improve Patient Care

Nurses at both Methodist and Saint Marys Hospitals in recent months have stepped back from their everyday.

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