Opportunity Information: Apply for 09 528
Apply for 09 528
- The National Science Foundation in the science and technology and other research and development sector is offering a public funding opportunity titled "CISE Pathways to Revitalized Undergraduate Computing Education" and is now available to receive applicants.
- Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 47.070 Computer and Information Science and Engineering.
- This funding opportunity was created on Mar 8, 2010 and posted on Jan 12, 2009.
- Applicants must submit their applications by Apr 28, 2009 Full Proposal Deadline(s) April 28, 2009 April 22, 2010. (Agency may still review applications by suitable applicants for the remaining/unused allocated funding in 2026.)
- The funding agency has allocated a total of $10,000,000.00 to eligible and selected applicants.
- Each selected applicant is eligible to receive up to $800,000.00 in funding.
- The number of recipients for this funding is limited to 30 candidate(s).
- Eligible applicants include: Others (see text field entitled Additional Information on Eligibility for clarification).
- PI Limit At least one individual on the project leadership team (PI or co PI) must be a member of the community served by CISE.
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Opportunity Summary:
The National Science Foundation (NSF), through its Directorate for Computer and Information Science and Engineering (CISE), offered the CISE Pathways to Revitalized Undergraduate Computing Education (CPATH) program to modernize and strengthen undergraduate computing education in response to how deeply computing now shapes daily life, industry, and national competitiveness. The central idea behind the program is "Computational Thinking" (CT), meaning the ability to use fundamental computing concepts, methods, technologies, and tools to understand problems, reason at multiple levels of abstraction, think algorithmically, apply mathematical foundations to complex challenges, and account for issues like scale. CPATH emphasizes that CT reaches its full impact when these intellectual approaches are paired with automation made possible by modern computing technologies, turning CT into a practical strategy for designing and solving problems in complex real-world systems.
CPATH focuses on building a stronger U.S. workforce by expanding the number of students who develop CT competencies and by embedding CT learning opportunities not only in core computing disciplines (computer and information science and engineering), but also across other fields of study where computing is increasingly essential. A major aim is to support transformative undergraduate education models that can be shown to work and that can be replicated across many institution types, rather than being one-off local improvements. NSF challenges applicants to clearly identify what core computing concepts, methods, technologies, and tools should be integrated into new educational models, and to demonstrate credible strategies for developing and assessing CT competencies in the intended learning communities.
Although CPATH is primarily about undergraduate revitalization, the program explicitly encourages pathways that connect higher education with K-12, especially efforts that engage K-12 teachers and students to smooth the transition from secondary school into CT-focused undergraduate programs. Competitive projects are expected to bring together the people and roles needed to make systemic change, including administrators, researchers, educators, and students within higher education. The program also encourages broader partnerships with stakeholders such as K-12 schools and districts, industry, and professional societies, reflecting the idea that computing education reforms are more sustainable when they align with workforce needs, teacher preparation realities, and professional norms. At the same time, every proposal must include meaningful participation by faculty with expertise in the core CISE disciplines, ensuring that the computing content is rigorous and grounded in the field.
Funding was offered as NSF discretionary grants under CFDA 47.070 (Computer and Information Science and Engineering), with an estimated total program funding level of about $10 million and an expectation of roughly 30 awards. CPATH used two project size classes: Class I awards supported smaller efforts up to $300,000 total for 1 to 3 years, while Class II awards supported larger efforts up to $800,000 total for 2 to 3 years. There was no cost sharing requirement. Eligibility was broadly framed (with further details in the full solicitation), but with a key leadership requirement: at least one member of the project leadership team (PI or co-PI) had to be part of the community served by CISE. The solicitation was identified as NSF Publication 09-528 (Funding Opportunity Number 09-528), originally posted January 12, 2009, with full proposal deadlines listed as April 28, 2009 and April 22, 2010, and it was later archived March 8, 2010.
CPATH (CISE Pathways to Revitalized Undergraduate Computing Education) FAQs
What is the CPATH program?
CPATH is a National Science Foundation (NSF) program offered through the Directorate for Computer and Information Science and Engineering (CISE). Its purpose is to modernize and strengthen undergraduate computing education in response to the growing role computing plays in daily life, industry, and U.S. national competitiveness.
Which NSF directorate offered CPATH?
CPATH was offered by NSF through the Directorate for Computer and Information Science and Engineering (CISE).
What is the central idea behind CPATH?
The central idea is "Computational Thinking" (CT). CPATH positions CT as a foundation for revitalizing undergraduate computing education and expanding computing-related competencies across many fields of study.
How does CPATH define Computational Thinking (CT)?
In CPATH, CT means the ability to use fundamental computing concepts, methods, technologies, and tools to understand problems; reason at multiple levels of abstraction; think algorithmically; apply mathematical foundations to complex challenges; and account for issues such as scale.
How does CPATH connect computational thinking to real-world impact?
CPATH emphasizes that CT reaches its full impact when intellectual approaches are paired with automation enabled by modern computing technologies. This pairing turns CT into a practical strategy for designing and solving problems in complex real-world systems.
What educational level is CPATH primarily focused on?
CPATH is primarily focused on revitalizing undergraduate computing education.
Does CPATH support efforts that connect higher education and K-12?
Yes. While the main focus is undergraduate education, CPATH explicitly encourages pathways that connect higher education with K-12, especially efforts that engage K-12 teachers and students and help smooth the transition into CT-focused undergraduate programs.
What is CPATH trying to achieve for the U.S. workforce?
CPATH aims to build a stronger U.S. workforce by expanding the number of students who develop computational thinking competencies and by embedding CT learning opportunities both in core computing disciplines and across other fields where computing is increasingly essential.
Is CPATH limited to computer science majors and computing departments?
No. CPATH emphasizes embedding computational thinking learning opportunities not only in core computing disciplines (computer and information science and engineering), but also across other fields of study where computing is increasingly important.
What kinds of projects does CPATH want to fund?
CPATH seeks transformative undergraduate education models that can be shown to work and can be replicated across many institution types, rather than one-off local improvements.
What does NSF expect applicants to clearly identify in their CPATH proposals?
Applicants are challenged to clearly identify which core computing concepts, methods, technologies, and tools will be integrated into the proposed educational model.
What does CPATH require regarding assessment of computational thinking competencies?
Proposals are expected to demonstrate credible strategies for developing and assessing computational thinking competencies in the intended learning communities.
Who is expected to be involved in competitive CPATH projects?
Competitive projects are expected to bring together the people and roles needed to make systemic change, including administrators, researchers, educators, and students within higher education.
Are partnerships encouraged in CPATH?
Yes. CPATH encourages broader partnerships with stakeholders such as K-12 schools and districts, industry, and professional societies. The program notes that reforms tend to be more sustainable when aligned with workforce needs, teacher preparation realities, and professional norms.
Is participation by core CISE faculty required?
Yes. Every proposal must include meaningful participation by faculty with expertise in the core CISE disciplines, ensuring the computing content is rigorous and grounded in the field.
What type of funding mechanism was used for CPATH awards?
Funding was offered as NSF discretionary grants under CFDA 47.070 (Computer and Information Science and Engineering).
What was the estimated total funding level for the CPATH program?
The estimated total program funding level was about $10 million.
About how many awards were expected under CPATH?
The program expected to make roughly 30 awards.
What were the CPATH project size classes?
CPATH used two project size classes: Class I for smaller projects and Class II for larger projects.
How much funding was available for Class I CPATH awards?
Class I awards supported smaller efforts up to $300,000 total for projects lasting 1 to 3 years.
How much funding was available for Class II CPATH awards?
Class II awards supported larger efforts up to $800,000 total for projects lasting 2 to 3 years.
Was cost sharing required for CPATH?
No. CPATH had no cost sharing requirement.
Was eligibility narrowly restricted?
Eligibility was broadly framed, with additional details provided in the full solicitation.
Was there a specific leadership eligibility requirement?
Yes. At least one member of the project leadership team (PI or co-PI) had to be part of the community served by CISE.
What is the CFDA number associated with CPATH?
The program was listed under CFDA 47.070 (Computer and Information Science and Engineering).
What is the NSF publication or funding opportunity number for CPATH?
The solicitation was identified as NSF Publication 09-528 (Funding Opportunity Number 09-528).
When was the CPATH solicitation originally posted?
The solicitation was originally posted on January 12, 2009.
What were the CPATH full proposal deadlines?
The full proposal deadlines listed were April 28, 2009 and April 22, 2010.
When was the CPATH solicitation archived?
The solicitation was later archived on March 8, 2010.
Does CPATH emphasize replicability across different institution types?
Yes. A major aim is to support models that are demonstrably effective and replicable across many types of institutions.
What is the relationship between CPATH and the core CISE disciplines?
CPATH promotes CT across many fields, but it also requires meaningful involvement from faculty with expertise in core CISE disciplines to ensure rigor in the computing content.
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