Opportunity Information: Apply for 12 523
Apply for 12 523
- The National Science Foundation in the science and technology and other research and development sector is offering a public funding opportunity titled "Climate Change Education (CCE) Climate Change Education Partnership (CCEP) Program, Phase II" and is now available to receive applicants.
- Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 47.050 Geosciences 47.074 Biological Sciences 47.076 Education and Human Resources 47.078 Polar Programs.
- This funding opportunity was created on Dec 23, 2011 and posted on Dec 23, 2011.
- Applicants must submit their applications by Mar 21, 2012 Letter of Intent Due Date(s) (required) (due by 5 p.m. proposers local time) January 24, 2012 Letter of Intent (Required) Due Date Full Proposal Deadline(s) March 21, 2012 Full Proposal Submission Deadline. (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 $6,250,000.00 in funding.
- The number of recipients for this funding is limited to 7 candidate(s).
- Eligible applicants include: Unrestricted (i.e., open to any type of entity above), subject to any clarification in text field entitled Additional Information on Eligibility.
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Opportunity Summary:
The National Science Foundation (NSF) Climate Change Education (CCE) Climate Change Education Partnership (CCEP) Program, Phase II is a large-scale grant opportunity designed to build a coordinated national network of partnerships focused on improving climate change education across the United States. The central idea is to move beyond small, isolated education projects and instead support partnerships big enough to create catalytic, transformative change in how high-quality climate science education is adopted and used. These partnerships are expected to be organized either around a geographic region that shares similar climate impacts (for example, drought-prone areas or coastal regions) or around a major climate impact theme (such as sea level rise). The emphasis is not simply on creating new materials, but on increasing widespread adoption and effective use of strong, research-based educational programs and resources related to the science of climate change and its impacts.
CCEP sits within a broader NSF Climate Change Education effort with two major goals. First, it aims to prepare the next generation of climate scientists, engineers, and technicians who can develop innovative approaches to understanding climate change and reducing its impacts. Second, it aims to strengthen climate literacy among the general public by helping U.S. citizens understand climate change and its implications well enough to support informed, evidence-based responses and solutions. In practice, this means funded partnerships should be able to reach learners in ways that matter at scale, whether those learners are students in K-12 or higher education, educators who need training and support, or public audiences reached through museums, media, community programs, or other informal education settings.
A defining requirement of CCEP Phase II is the composition of the partnership itself. Each partnership must include substantial involvement from three core communities: (1) climate scientists, (2) experts in the learning sciences (people who study how individuals learn and how to design effective instruction), and (3) practitioners from formal or informal education venues (such as teachers, school district leaders, museum educators, extension professionals, or similar roles). NSF’s intent is that these groups jointly shape the work so that what is taught reflects current climate science, how it is taught reflects the best available learning research, and how it is delivered reflects practical realities of real classrooms and learning environments. Additional partners and expertise are allowed and often expected, but these three areas must anchor the collaboration.
This solicitation is specifically for Phase II partnerships, which represent the implementation stage of a two-phase program. Phase I awards (funded earlier, in FY 2010 and FY 2011, along with a subset of related CCE projects funded in FY 2009) were meant to help groups organize and plan. Phase I activities typically included taking stock of existing climate education resources, identifying unmet educational needs for a region or theme, recruiting and connecting key stakeholders, hosting workshops and other community-building events, and producing a comprehensive strategic plan. Phase I also emphasized laying a foundation for future scaling, such as preparing to develop or customize standards-based instructional materials, educator professional development models, and other tools aligned to the partnership’s goals.
Phase II funding supports full-scale execution of those mature strategic plans. Awardees can receive up to five years of support to implement and scale climate change education activities at a significant level, with the expectation that the work will measurably advance the broader CCE goals. A major accountability feature is evaluation: strategic plans must include well-integrated formative and summative evaluation, and that evaluation must be conducted by an external evaluator. In other words, partnerships need systems for ongoing improvement during the project (formative evaluation) and for credible evidence of outcomes and impact at the end (summative evaluation), with independent evaluation expertise built into the plan from the start.
Importantly, prior Phase I funding is not required for eligibility. Organizations that did not receive CCEP Phase I support can still apply for Phase II, but they must demonstrate they already meet the core criteria and have effectively completed Phase I-type groundwork. That means they need to show they have already done the essential planning, stakeholder engagement, resource inventory, needs assessment, and strategic plan development that Phase I was designed to produce, and that they are ready for large-scale implementation rather than early-stage concept development.
Administratively, this opportunity (Funding Opportunity Number 12-523; NSF Publication 12-523) was offered as a discretionary program using a cooperative agreement funding instrument, reflecting NSF’s expectation of significant involvement and coordination consistent with large partnership awards. NSF anticipated making about seven awards, with an estimated total program funding level of $10,000,000. Individual awards were expected to be large, with an award floor of $5,000,000 and an award ceiling of $6,250,000. There was no cost sharing or matching requirement. Eligibility was listed as unrestricted (open to any type of entity, subject to any additional eligibility details in the full solicitation). The program was tied to multiple NSF CFDA areas, including Geosciences (47.050), Biological Sciences (47.074), Education and Human Resources (47.076), and Polar Programs (47.078), underscoring its interdisciplinary nature and the expectation that both climate science and education research/practice are central. Key dates for the competition included a required letter of intent due January 24, 2012, and a full proposal deadline of March 21, 2012, both by 5 p.m. local time of the proposer.
NSF Climate Change Education Partnership (CCEP) Program, Phase II (NSF 12-523) - FAQs
What is the NSF Climate Change Education Partnership (CCEP) Program, Phase II?
CCEP Phase II is a large-scale NSF climate change education grant opportunity focused on building a coordinated national network of partnerships that can improve climate change education across the United States. The program is designed to support partnerships large enough to create catalytic, transformative change in the adoption and use of high-quality climate science education, rather than funding small, isolated projects.
What is the main purpose or central idea of this opportunity?
The central idea is to move beyond scattered, stand-alone education efforts and instead fund mature partnerships that can drive widespread adoption and effective use of strong, research-based climate change education programs and resources at scale.
How are partnerships expected to be organized?
Partnerships are expected to be organized either (1) around a geographic region with shared climate impacts (for example, drought-prone areas or coastal regions) or (2) around a major climate impact theme (such as sea level rise).
Is the program primarily about creating new educational materials?
No. The emphasis is not simply on creating new materials. The focus is on increasing widespread adoption and effective use of strong, research-based educational programs and resources related to the science of climate change and its impacts.
What are the broader goals of NSF's Climate Change Education (CCE) effort that CCEP Phase II supports?
CCEP sits within a broader NSF Climate Change Education effort with two major goals: (1) preparing the next generation of climate scientists, engineers, and technicians who can develop innovative approaches to understanding climate change and reducing its impacts, and (2) strengthening climate literacy among the general public so U.S. citizens can understand climate change and its implications well enough to support informed, evidence-based responses and solutions.
Who are the intended audiences that partnerships should reach?
Partnerships are expected to reach learners at scale. This can include students in K-12 or higher education, educators who need training and support, and public audiences reached through museums, media, community programs, or other informal education settings.
What are the required core communities that must be substantially involved in a Phase II partnership?
Each partnership must include substantial involvement from three core communities: (1) climate scientists, (2) experts in the learning sciences, and (3) practitioners from formal or informal education venues (such as teachers, school district leaders, museum educators, extension professionals, or similar roles).
Why does NSF require these three core communities in the partnership?
NSF's intent is that these groups jointly shape the work so that what is taught reflects current climate science, how it is taught reflects the best available learning research, and how it is delivered reflects practical realities of classrooms and learning environments.
Can a partnership include additional partners beyond the three required core communities?
Yes. Additional partners and expertise are allowed and often expected, but climate science, learning sciences, and education practice must anchor the collaboration.
What is the difference between Phase I and Phase II in this two-phase program?
Phase I was primarily an organizing and planning stage intended to help groups build the partnership and produce a comprehensive strategic plan. Phase II is the implementation stage that supports full-scale execution of mature strategic plans and scaling climate change education activities at a significant level.
What kinds of activities were typically part of Phase I planning?
Phase I activities typically included taking stock of existing climate education resources, identifying unmet educational needs for a region or theme, recruiting and connecting key stakeholders, hosting workshops and other community-building events, and producing a comprehensive strategic plan. Phase I also emphasized preparing for future scaling, such as plans to develop or customize standards-based instructional materials and educator professional development models aligned to partnership goals.
What does Phase II funding support?
Phase II funding supports full-scale execution of mature strategic plans, including implementing and scaling climate change education activities with the expectation that the work will measurably advance the broader NSF Climate Change Education goals.
How long can Phase II awards last?
Awardees can receive up to five years of support to implement and scale climate change education activities.
Is evaluation required as part of the Phase II strategic plan?
Yes. A major accountability feature is evaluation. Strategic plans must include well-integrated formative and summative evaluation.
What is meant by formative and summative evaluation in this program?
Formative evaluation refers to evaluation used during the project to support ongoing improvement. Summative evaluation refers to evaluation that provides credible evidence of outcomes and impact at the end of the project.
Does the evaluation have to be conducted by an external evaluator?
Yes. The program requires that evaluation be conducted by an external evaluator, meaning independent evaluation expertise must be built into the plan from the start.
Do applicants need to have received Phase I CCEP funding to apply for Phase II?
No. Prior Phase I funding is not required for eligibility.
If an organization did not receive Phase I funding, what must it demonstrate to be competitive for Phase II?
Organizations that did not receive Phase I support can still apply, but they must demonstrate they already meet the core criteria and have effectively completed Phase I-type groundwork. This includes showing that essential planning, stakeholder engagement, resource inventory, needs assessment, and strategic plan development have already been completed, and that the partnership is ready for large-scale implementation rather than early-stage concept development.
What is the Funding Opportunity Number and NSF publication number for this solicitation?
The opportunity is identified as Funding Opportunity Number 12-523 and NSF Publication 12-523.
What type of funding instrument does NSF use for this opportunity?
This opportunity was offered as a discretionary program using a cooperative agreement funding instrument, reflecting NSF's expectation of significant involvement and coordination consistent with large partnership awards.
How many awards did NSF anticipate making, and what was the estimated total program funding level?
NSF anticipated making about seven awards, with an estimated total program funding level of $10,000,000.
What is the expected award size range (floor and ceiling) for individual awards?
Individual awards were expected to be large, with an award floor of $5,000,000 and an award ceiling of $6,250,000.
Is cost sharing or matching required?
No. There was no cost sharing or matching requirement listed for this opportunity.
Who is eligible to apply?
Eligibility was listed as unrestricted (open to any type of entity), subject to any additional eligibility details in the full solicitation.
Which NSF subject areas or CFDA areas are associated with this program?
The program was tied to multiple NSF CFDA areas: Geosciences (47.050), Biological Sciences (47.074), Education and Human Resources (47.076), and Polar Programs (47.078), reflecting the interdisciplinary nature of the effort and the expectation that both climate science and education research/practice are central.
What were the key application dates for this competition?
Key dates included a required letter of intent due January 24, 2012, and a full proposal deadline of March 21, 2012, both by 5 p.m. local time of the proposer.
Was a letter of intent required?
Yes. A letter of intent was required, with the deadline listed as January 24, 2012 (by 5 p.m. local time of the proposer).
When was the full proposal due?
The full proposal deadline was March 21, 2012, by 5 p.m. local time of the proposer.
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