UCR Research and Economic Development Newsletter:  August 7, 2014

Michael Pazzani

Vice Chancellor for Research and Economic Development


Back Issues of Newsletter: http://reserach.ucr.edu/vcr/newsletters.aspx

Grant Opportunity Search: http://pivot.cos.com  

·         National Endowment for The Humanities: Bro Adams Confirmation

·         NSF Partnerships for International Research and Education

·         Upcoming Grant Deadlines from the Burroughs Wellcome Fund

·         NSF: Improving Undergraduate STEM Education

·         National Geospatial Agency: regular and HBCU/MI program

·         Department of Energy Office of Science Graduate Student Research (SCGSR): September 24

·         Roadrunner


NEH Bro Adams Confirmation/From the New Chairman of NEH:

The United States Senate today voted to confirm William D. “Bro” Adams as the 10th chairman of the National Endowment for the Humanities (NEH).


Founded in 1965, the National Endowment for the Humanities is an independent grant-making institution of the United States government dedicated to supporting research, education, preservation, and public programs in the humanities.


Adams, president of Colby College in Waterville, Maine from 2000 until his retirement on June 30, 2014, is a committed advocate for liberal arts education and brings to the Endowment a long record of leadership in higher education and the humanities.

A native of Birmingham, Michigan, and son of an auto industry executive, Adams earned his undergraduate degree in philosophy at Colorado College and a Ph.D. from the University of California at Santa Cruz History of Consciousness Program. He studied in France as a Fulbright Scholar before beginning his career in higher education with appointments to teach political philosophy at Santa Clara University in California and the University of North Carolina at Chapel Hill. He went on to coordinate the Great Works in Western Culture program at Stanford University and to serve as vice president and Secretary of Wesleyan University. He became president of Bucknell University in 1995 and president of Colby College in 2000.


Adams’s formal education was interrupted by three years of service in the Army, including one year in Vietnam. It was partly that experience, he says, that motivated him to study and teach in the humanities. “It made me serious in a certain way,” he says. “And as a 20-year-old combat infantry advisor, I came face to face, acutely, with questions that writers, artists, philosophers, and musicians examine in their work -- starting with, ‘What does it mean to be human?’”


NSF Partnerships for International Research and Education


UCR may submit one proposal for the NSF Partnership for International Research and Education program.  The deadline for the internal preproposal  is August 21, 2014.  (see http://research.ucr.edu/ord/LimitedSubmissions.aspx)

Partnerships for International Research and Education (PIRE) is an NSF-wide program that supports international activities across all NSF supported disciplines. The primary goal of PIRE is to support high quality projects in which advances in research and education could not occur without international collaboration. PIRE seeks to catalyze a higher level of international engagement in the U.S. science and engineering community.

In general, a PIRE award has deep relationship with one (or perhaps two) institutions instead of relationships with many countries and institutions and strengthens an existing relationship vs. is the first interaction between two partners.  Below is a list of some of the most recent awards.


·         PIRE: Low Energy Options for Making Water from Wastewater-University of California-Irvine-$3,199,878

·         PIRE: Assembly of Marine Biodiversity Along Geographic and Anthropogenic Stress Gradients-San Diego State University Foundation-$2,963,462

·         PIRE: U.S.-Denmark Cooperative Research and Education in Intermittency-Friendly Community-Scale Renewable Energy Micro-Grids-University of California-Santa Cruz-$1,730,536

·         PIRE: Mapping Evolutionary Process in the Face of Climate Change: An Integrated Approach to Education and Conservation Prioritization in Central Africa-University of California-Los Angeles-$3,189,171

·         PIRE: Context Sensitive Implementation of Synergistic Water-Energy Systems-University of South Florida-$2,282,562

·         PIRE: Nuclear Energy Systems and Materials under Extreme Conditions-Purdue University-$2,328,366

·         PIRE: Water and Commerce- Technologies to Enable Environmental Sustainability in Global Markets-Duke University-$2,799,454

·         PIRE: Materials for Renewable Energy NaturE's Way (RENEW)-Case Western Reserve University-$2,380,451

·         PIRE: Training and Workshops in Data Intensive Computing Using The Open Science Data Cloud-University of Chicago-$4,891,876

·         PIRE: Toward a holistic and global understanding of hot spring ecosystems: A US-China based international collaboration-University of Nevada Las Vegas-$3,750,000

·         PIRE: U.S.-Japan Cooperative Research and Education on Terahertz Dynamics in Nanostructures-William Marsh Rice University-$4,109,543

·         PIRE: International Collaboration and Education in Ice Core Science (ICE-ICS)-Oregon State University-$4,499,867

·         PIRE: Bilingualism, mind, and brain: An interdisciplinary program in cognitive psychology, linguistics, and cognitive neuroscience-Pennsylvania State Univ University Park-$2,800,000

·         PIRE: Collaborations with France and Japan on Multiphase Fluid Science and Technologies-University of Florida-$3,107,325

·         PIRE: An International Pulsar Timing Array for Gravitational Wave Detection-West Virginia University Research Corporation-$6,548,073

·         PIRE: Hydrologic Redistribution and Rhizosphere Biology of Resource Islands in Degraded Agroecosystems of the Sahel-Ohio State University-$2,599,994

·         PIRE--Ancient biodiversity and global change in the New World Tropics: A once-in-a-century opportunity along the Panama Canal-University of Florida-$3,905,831

·         PIRE: Wildfire feedbacks and consequences of altered fire regimes in the face of climate and land-use change in Tasmania, New Zealand, and the western U.S.-Montana State University-$3,850,000

·         PIRE: Graduate Education and Research in Petascale Many Body Methods for Complex Correlated Systems: A Collaboration with Partners in Germany and Switzerland-Louisiana State University & Agricultural and Mechanical College-$2,280,895


Upcoming Grant Deadlines from the Burroughs Wellcome Fund


Career Awards at the Scientific Interface

Advancing the careers of physical, chemical, or computational science researchers and engineers whose work addresses biological questions.

Preproposal Deadline: September 1, 2014

The Burroughs Wellcome Fund's Career Awards at the Scientific Interface provide $500,000 to bridge advanced postdoctoral training and the first years of faculty service.  Awards are intended to foster the early career development of researchers with backgrounds in the physical/mathematical/computational sciences and engineers whose work addresses biological questions. 


These awards are open to U.S. and Canadian citizens or permanent residents as well as to U.S. temporary residents.

Career Awards for Medical Scientists

Awards foster the development and productivity of physician-scientists who are early in their careers and help them make the critical transition to becoming independent investigators.

Application Deadline: October 1, 2014

Five-year $700,000 awards for physician-scientists bridge advanced postdoctoral/fellowship training and the early years of faculty service. Proposals must be in the area of basic biomedical, disease-oriented, or translational research.  Proposals in health services research or involving large-scale clinical trials are ineligible.


Awards are made to degree-granting institutions in the U.S. or Canada on behalf of the awardee.


New for 2014:  BWF will make up to two additional awards to clinically trained psychiatrists who focus on research at the interface of neuroscience and psychiatry.  These proposals must demonstrate evidence of integration of neuroscience and psychiatry in project design.


Investigators in the Pathogenesis of Infectious Disease

Awards for assistant professors to study infectious disease pathogenesis, with a focus on the intersection of human and pathogen biology. This program is intended to shed light on how infectious disease systems work by encouraging assistant professors to take on fundamental biological questions at the intersection of human and microbial biology. 

Application Deadline: November 3, 2014

Five-year awards provide $500,000 for opportunities for accomplished investigators at the assistant professor level to study pathogenesis with a focus on the intersection of human and microbial biology.  The program is intended to shed light on the overarching issues of how human hosts handle infectious challenge.  The awards give recipients the freedom and flexibility to pursue new avenues of inquiry and higher-risk research projects that hold potential for advancing significantly the biochemical, pharmacological, immunological, and molecular biological understanding of how infectious agents and the human body interact.


Note:  Application link will go live on August 7, 2014


Subject: National Geospatial Agency: regular and HBCU/MI program



. NGA seeks proposals from eligible U.S. institutions for path-breaking GEOINT research in areas of potential interest to NGA, the DoD, and the Intelligence Community (IC). NGA welcomes any innovative research ideas, including, but not limited to, example areas such as:

-- Access to GEOINT data and services

-- Advancing Geolocation and data uncertainty

-- Anticipatory Analysis

-- Computer Vision

-- Earth, Ocean, and Atmospheric Science supporting GEOINT

-- Exploiting data from new sources and sensors

-- GEOINT tradecraft

-- Geolinguistics

-- Graph methods for geospatial data

-- Image Science

-- Massive data

-- Predictive intelligence

-- Signature development & discovery

-- Spatio-temporal analysis

-- Strategic indications and warning

-- Understanding human activities

-- Video Indexing and Search

-- Video Content Extraction

-- Visual analytics for GEOINT

There are five types of awards:


1. NGA University Research Initiatives (NURI) awards. NURI awards focused on fundamental research in Geospatial Intelligence topics and are open to all eligible institutions. Awards typically are 24 months and $300,000, with up to three option years at up to $150,000 per year.


2. NGA Historically Black Colleges and Universities and Minority Institutions (HBCU/MI) research awards. The lead institution must be an HBCU or Minority Serving Institution. UCR qualifies for this designation as a Hispanic Serving Institution. NGA will consider proposals in this category for (1) research to improve GEOINT analysis, (2) educational research, (3) research to strengthen GEOINT academic programs, (4) curriculum development research, and (5) faculty development research. A proposal may include one or more of these areas, as well as any other topic specific to GEOINT program objectives and the NGA mission. These awards typically are $150,000 for two years, plus up to three one-year options at $75,000 per year.


3. NGA Science, Technology, Engineering, and Mathematics (STEM) Research awards. A consortium of accredited institutions is encouraged to include a minimum of one HBCU/MI institution as a member. NGA will consider proposals in this category to (1) expand, upgrade, enrich, or integrate undergraduate and graduate course offerings in geospatial sciences; (2) conduct focused mentoring of undergraduate or graduate student research in geospatial related areas; (3) present geospatial science related workshops in the institution’s geographic area that includes, to the maximum extent practicable, other colleges/universities, community colleges, and/or high schools annually; (4) conduct research designed to increase innovation in science, technology, engineering and mathematics programs for students in grades K – 12; and (5) STEM-related faculty development research. Awards typically are 24 months and $300,000, with up to three option years at up to $150,000 per year.


4. NGA New Investigator Program Grants. These awards are open to faculty employed by eligible institutions who are U.S. citizens, U.S. nationals, or permanent U.S. residents who have held their doctorate degrees (PhD or equivalent) for less than five years at the time of application. These awards typically are for 24 months and $200,000, plus up to one one-year option at $100,000.


5. NGA Research Collaboration Forum (NRCF) Grants. These awards are intended to encourage collaboration forums in the United States for the systematic exploration and advancement of greater scientific breakthroughs or understanding in one or more GEOINT research issues. (Cost sharing is encouraged, but not required, for this category.) These awards typically are less than $30,000 per event.


A brief white paper (4 pp) is required. NGA will invite or not invite a full proposal. White papers will be accepted until August 31, 2017.


NSF: Improving Undergraduate STEM Education


IUSE has three basic classes of award: (i) Engaged Student Learning, (ii) Institutional and Community Transformation, and (iii) workshop/conference/special. Within these types, there are subtypes. Here is a summary to get you started, but you will want to go through the taxonomy in the solicitation to zero in on the right type of proposal.


The overall goals of IUSE are:

(1) improve STEM Learning & Learning Environments: Improve the knowledge base for defining, identifying, and innovating effective undergraduate STEM education teaching and learning for all NSF-supported disciplines, and foster widespread use of evidence-based resources and pedagogies in undergraduate STEM education practice.

(2) Broaden Participation & Institutional Capacity for STEM Learning: Increase the number and diversity of undergraduate students recruited and retained in STEM education and career pathways through improving the evidence base for successful strategies to broaden participation and implementation of the results of this research.

(3) Build the Professional STEM Workforce for Tomorrow: Improve the preparation of undergraduate students so they can succeed as productive members of the future STEM workforce, regardless of career path, and be engaged as members of a STEM-literate society.


The types:


Engaged Student Learning: All Engaged Student Learning projects should focus on design, development, and research studies that involve the creation, exploration, or implementation of tools, resources, and models that show particular promise to increase engagement of undergraduate students in their STEM learning and lead to measurable and lasting learning gains. Projects are encouraged to form collaborations among STEM disciplinary researchers, education researchers, and cognitive scientists so that their projects can best leverage what is known about how people learn and/or contribute to the growth of that body of knowledge. The undergraduate audience for IUSE projects includes students at two- and four-year schools, both declared and undeclared STEM majors, students whose courses of study require solid skills and knowledge of STEM principles, and students seeking to fulfill a general education requirement in STEM.


-- Engaged Student Learning: Exploration - up to $250,000 (due October 22) (100 awards expected)

These projects may seek to establish the basis for design and development of new interventions or strategies, develop strategies for the adoption, adaptation, and implementation of effective practices, or adapt and implement strategies shown to be effective at other institutions. They may also pose new interventions or strategies, and explore challenges to their adoption, with the goal of informing policy, practice, and future design or development of components in the STEM higher education enterprise.


-- Engaged Student Learning: Design and Development, Level I - up to $600,000 (due January 13, 2015) (15 awards expected)

Typically such projects will focus on achieving propagation beyond a single institution or work to promote change across multiple STEM disciplines within an institution. Level I projects should carry the development to a state in which the evaluation of the project produces evidence to determine whether or not the project’s efforts are effective.


--Engaged Student Learning: Design and Development, Level II - from $601,000 up to $2,000,000 (due January 13, 2015) (20 awards expected)

These projects have a maximum duration of 5 years and are intended to support large-scale efforts. This level also supports long-term research on efforts to effect change, in order to learn what has been achieved.


Institutional and Community Transformation: This track supports projects that use innovative approaches to substantially increase the propagation of highly effective methods of STEM teaching and learning in institutions of higher education. Projects may use technology and distance education methods (or hybrid designs) when supported by evidence of potential effectiveness and are expected to leverage advances in STEM knowledge to motivate student interest. Projects may seek to transform high enrollment, lower division courses or may implement their efforts in multiple courses within a department or a college or in a particular disciplinary area. Faculty learning through continued professional development is also an important consideration for this track. Efforts to promote institutional change will typically require the efforts of teams of faculty members and support from the department chairperson, college dean, or other appropriate individual within the institution's academic leadership. They may also include Provosts and Presidents in the effort to elicit the cultural changes required to achieve transformation at the institutional level.


This track also seeks to learn whether theories of change from business or other sectors may be applicable to bring about a shift in underlying cultural norms necessary to support the institution-wide embrace of effective teaching approaches and supports research on how to advance change. Proposals should present explicit theories of change and test hypotheses about transforming undergraduate teaching and learning in STEM by examining the impact of deliberate processes of change.


--Institutional and Community Transformation: Exploration - up to $250,000 (due October 24) (40 awards expected)

The language here is the same as for Engaged Student Learning Exploration: These projects may seek to establish the basis for design and development of new interventions or strategies, develop strategies for the adoption, adaptation, and implementation of effective practices, or adapt and implement strategies shown to be effective at other institutions. They may also pose new interventions or strategies, and explore challenges to their adoption, with the goal of informing policy, practice, and future design or development of components in the STEM higher education enterprise.


--Institutional and Community Transformation: Design and Development - up to $3,000,000 (due January 13, 2015) (10 awards expected)

These projects are expected to support ambitious efforts to achieve the widespread deployment of effective instructional, curricular, and co-curricular practices in support of student engagement, learning, and retention. Maximum duration is five years.



Workshops, Conferences, and Special Projects: Proposals for workshops and special projects addressing critical challenges in undergraduate STEM education may be submitted at any time following consultation with a program officer. We welcome small projects, maximum of $75,000, to explore revolutionary ideas to improve undergraduate STEM education. We also encourage proposals that will increase the diversity of the institutions and faculty participating in the IUSE enterprise and those involving collaborations of education researchers and discipline scientists to ensure that undergraduate STEM education reflects cutting-edge STEM and educational research.


The solicitation is available at http://www.nsf.gov/pubs/2014/nsf14588/nsf14588.htm.

The DOE Office of Science Graduate Student Research (SCGSR) program


The Department of Energy’s (DOE) Office of Science is pleased to announce that the Office of Science Graduate Student Research (SCGSR) program is now accepting applications for the 2014 solicitation.  Applications are due 5:00pm ET on Wednesday September 24, 2014.


The SCGSR program supports supplemental awards to outstanding U.S. graduate students to conduct part of their graduate thesis research at a DOE national laboratory in collaboration with a DOE laboratory scientist for a period of 3 to 12 consecutive months—with the goal of preparing graduate students for scientific and technical careers critically important to the DOE Office of Science mission.


The SCGSR program is open to current Ph.D. students in qualified graduate programs at accredited U.S. academic institutions, who are conducting their graduate thesis research in targeted areas of importance to the DOE Office of Science. The research opportunity is expected to advance the graduate students’ overall doctoral thesis while providing access to the expertise, resources, and capabilities available at the DOE laboratories. The supplemental award provides for additional, incremental costs for living and travel expenses directly associated with conducting the SCGSR research project at the DOE host laboratory during the award period.


The Office of Science expects to make approximately 100 awards in 2014, for project periods beginning anytime between January and September 2015.


Detailed information about the program, including eligibility requirements and access to the online application system, can be found at: http://science.energy.gov/wdts/scgsr/.


For any questions, please contact the SCGSR Program Manager, Dr. Ping Ge, at sc.scgsr@science.doe.gov.

U.S. Department of Energy, Office of Science


We recently replaced a lawn area with drought tolerant plants.  As an added bonus, a roadrunner  visited the area a few days after it was completed.






Michael Pazzani

Vice Chancellor for Research and Economic Development

Professor,  Computer Science & Engineering

University of California, Riverside

200 University Office Building

Riverside, CA 92521



Assistant:  Lila Basham-Casteloes