Opportunity Information: Apply for 22 545
The National Science Foundation (NSF) Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI) program is a discretionary grant opportunity designed to strengthen the quality of undergraduate STEM education at eligible HSIs while also increasing recruitment, retention, and graduation of students pursuing associate's and bachelor's degrees in STEM. A central theme of the program is that HSIs are not all the same: they vary widely by size, resources, mission, student demographics, and whether they are two-year or four-year, public or private. Because of that variety, NSF emphasizes tailored, culturally aware strategies that match student needs and institutional realities, rather than one-size-fits-all interventions. The program also aims to broaden participation for students historically underrepresented in STEM and to expand student pathways into advanced STEM education and the STEM workforce, aligning with national priorities to develop a more diverse and capable science and engineering workforce.
A major feature of this opportunity is its focus on both improvement and knowledge-building. NSF is not only funding better programs and supports for students, but also funding research that helps explain what works, for whom, and under what conditions at HSIs. The solicitation highlights three related research priorities: fundamental research on engaged student learning at HSIs, research on how to diversify and increase participation in STEM effectively, and research that improves understanding of how to build lasting institutional capacity for STEM success at HSIs. In other words, projects are expected to do more than operate a program; they should produce credible evidence through evaluation and share results so others can learn from what was attempted.
To reflect different starting points and ambitions across HSIs, the program is structured into three tracks. Track 1, Planning or Pilot Projects (PPP), is geared especially toward institutions that are new to NSF or are Primarily Undergraduate Institutions (PUIs), including community colleges. Planning projects support the groundwork needed to develop a stronger future proposal for Track 2 or Track 3, such as needs assessments, stakeholder engagement, partnership-building, and project design. Pilot projects support smaller, short-term efforts with clearly defined goals that enhance undergraduate STEM offerings and generate preliminary evidence for scaling up later. Track 1 projects must include evaluation and dissemination, and they can also be used to build early capacity for STEM education research or broadening participation research at the institution.
Track 2, Implementation and Evaluation Projects (IEP), supports the implementation of evidence-based strategies at the unit, department, or multi-department level. These projects may introduce new educational practices or adapt and replicate approaches already shown to be effective, with the expectation that successful strategies will become institutionalized and sustainable rather than remaining temporary grant-funded add-ons. Track 2 proposals must include evaluation and dissemination, and they must also include an education research component that contributes new knowledge about improving STEM education access and quality at HSIs. While all HSI institution types are encouraged to apply, NSF explicitly encourages PUIs and community colleges to consider this track.
Track 3, Institutional Transformation Projects (ITP), is the most comprehensive track and is intended to support institution-wide structural or systemic change. The emphasis here is on infrastructure and policy changes that enable long-term improvements in undergraduate STEM education and create conditions that support faculty in consistently using evidence-based practices. Track 3 must be grounded in STEM education research and broadening participation research, and it encourages foundational research that builds strategic understanding of how multiple elements (student supports, teaching practices, departmental structures, policies, culture, and identity) work together to advance STEM success at HSIs. This track is influenced by research suggesting that an HSI's organizational culture and identity can strongly shape student outcomes and institutional effectiveness. Like Track 2, Track 3 proposals require evaluation and dissemination plus a strong STEM education research plan aligned with the project goals, and the changes proposed are expected to be sustained by the institution.
Across all tracks, the program can support faculty research that is discipline-specific, interdisciplinary, STEM education research, discipline-based education research, or broadening participation research, and that research can be conducted at the home institution or in collaboration with other institutions, NSF-funded centers, or national laboratories. Funding may cover undergraduate research experiences, supplies, equipment needed for research, and faculty research development activities, as long as the work clearly supports the program's overarching goals of improving undergraduate STEM education and expanding participation. If faculty research funds are requested, each funded faculty member must submit a four-page Faculty Research Plan, including a section (one to two pages) describing their track record in diversity, equity, and inclusion, mentoring, and advancing diverse students in STEM. Finally, proposals are expected to justify need with institutional data and a narrative explaining both why the project is necessary and how the institution is positioned to improve undergraduate STEM education through the proposed work.
Administratively, this opportunity is listed as NSF Funding Opportunity Number 22-545 under CFDA 47.076, with an award ceiling of up to $3,000,000 and an expectation of around 60 awards (based on the provided notice). The solicitation includes multiple track-specific full proposal deadlines (notably in March 2022 in the provided listing). Eligibility is described broadly as "Others" with additional details referenced in the full solicitation, reflecting that applicants must meet the definition of an HSI and any other NSF requirements spelled out in the official program guidance.Apply for 22 545
- The National Science Foundation in the science and technology and other research and development sector is offering a public funding opportunity titled "Improving Undergraduate STEM Education: Hispanic-Serving Institutions" and is now available to receive applicants.
- Interested and eligible applicants and submit their applications by referencing the CFDA number(s): 47.076.
- This funding opportunity was created on Dec 24, 2021.
- Applicants must submit their applications by Mar 28, 2022 Track 1 Planning or Pilot Projects (PPP) and Track 3 Institutional Transformation Projects (ITP) full proposal deadline. Track 1 Planning or Pilot Projects (PPP), Track 2 Implementation and Evaluation Projects (IEP) full proposal deadline.. (Agency may still review applications by suitable applicants for the remaining/unused allocated funding in 2026.)
- Each selected applicant is eligible to receive up to $3,000,000.00 in funding.
- The number of recipients for this funding is limited to 60 candidate(s).
- Eligible applicants include: Others (see text field entitled Additional Information on Eligibility for clarification).
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Frequently Asked Questions (FAQs): NSF Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI) Program
1. What is the NSF IUSE: Hispanic-Serving Institutions (HSI) program?
The National Science Foundation (NSF) Improving Undergraduate STEM Education: Hispanic-Serving Institutions (HSI) program is a discretionary grant opportunity intended to strengthen the quality of undergraduate STEM education at eligible HSIs. It also focuses on increasing recruitment, retention, and graduation for students pursuing associate's and bachelor's degrees in STEM.
2. What are the main goals of this funding opportunity?
Based on the information provided, the program aims to:
- Improve undergraduate STEM education quality at eligible HSIs.
- Increase recruitment, retention, and graduation of STEM students at the associate's and bachelor's levels.
- Broaden participation for students historically underrepresented in STEM.
- Expand pathways into advanced STEM education and the STEM workforce.
- Build knowledge about what works at HSIs by requiring credible evidence, evaluation, and dissemination.
3. Why does NSF emphasize that HSIs are not all the same?
The program highlights that HSIs vary significantly by size, resources, mission, student demographics, and institutional type (two-year vs. four-year, public vs. private). Because of this variety, NSF emphasizes tailored and culturally aware strategies that match student needs and institutional realities, rather than one-size-fits-all interventions.
4. What does NSF mean by a focus on both improvement and knowledge-building?
The opportunity is designed to fund not only better programs and supports for students, but also research that helps explain what works, for whom, and under what conditions at HSIs. In practice, projects are expected to go beyond operating a program by producing credible evidence (through evaluation) and sharing results (through dissemination) so others can learn from outcomes.
5. What research priorities are highlighted in this solicitation?
The solicitation identifies three related research priorities:
- Fundamental research on engaged student learning at HSIs.
- Research on how to diversify and increase participation in STEM effectively.
- Research that improves understanding of how to build lasting institutional capacity for STEM success at HSIs.
6. How is the program structured?
The program is organized into three tracks to reflect different starting points and ambitions across HSIs:
- Track 1: Planning or Pilot Projects (PPP)
- Track 2: Implementation and Evaluation Projects (IEP)
- Track 3: Institutional Transformation Projects (ITP)
7. What is Track 1 (Planning or Pilot Projects) designed to support?
Track 1 supports planning and pilot work, especially for institutions that are new to NSF or are Primarily Undergraduate Institutions (PUIs), including community colleges.
- Planning projects can support needs assessments, stakeholder engagement, partnership-building, and project design to prepare for a stronger future Track 2 or Track 3 proposal.
- Pilot projects can support smaller, short-term efforts with clearly defined goals that enhance undergraduate STEM offerings and generate preliminary evidence for scaling later.
8. Are evaluation and dissemination required in Track 1?
Yes. Track 1 projects must include evaluation and dissemination. Track 1 can also be used to build early capacity for STEM education research or broadening participation research at the institution.
9. What is Track 2 (Implementation and Evaluation Projects) designed to support?
Track 2 supports implementation of evidence-based strategies at the unit, department, or multi-department level. Projects may introduce new educational practices or adapt/replicate approaches already shown to be effective.
A key expectation is that successful strategies will become institutionalized and sustainable, rather than remaining temporary grant-funded add-ons.
10. What are the required components for Track 2 proposals?
Track 2 proposals must include:
- Evaluation
- Dissemination
- An education research component that contributes new knowledge about improving STEM education access and quality at HSIs
11. Which institutions are encouraged to apply to Track 2?
While all HSI institution types are encouraged to apply, NSF explicitly encourages Primarily Undergraduate Institutions (PUIs) and community colleges to consider Track 2.
12. What is Track 3 (Institutional Transformation Projects) designed to support?
Track 3 is intended to support institution-wide structural or systemic change. The emphasis is on infrastructure and policy changes that enable long-term improvements in undergraduate STEM education and support faculty in consistently using evidence-based practices.
13. What kind of change is expected under Track 3?
Track 3 focuses on lasting, institution-sustained changes. It emphasizes structural and systemic changes (including infrastructure and policy) that are expected to continue beyond the grant period and be sustained by the institution.
14. What research framing is expected for Track 3?
Track 3 must be grounded in STEM education research and broadening participation research. It also encourages foundational research that builds strategic understanding of how multiple elements work together to advance STEM success at HSIs, including:
- Student supports
- Teaching practices
- Departmental structures
- Policies
- Culture and identity
The solicitation notes research suggesting an HSI's organizational culture and identity can strongly shape student outcomes and institutional effectiveness.
15. Are evaluation and dissemination required in Tracks 2 and 3?
Yes. Track 2 and Track 3 proposals require evaluation and dissemination, along with a strong STEM education research plan aligned with the project goals.
16. Can the program support faculty research, and what types?
Yes. Across all tracks, the program can support faculty research that is:
- Discipline-specific
- Interdisciplinary
- STEM education research
- Discipline-based education research
- Broadening participation research
17. Where can supported research be conducted?
Faculty research can be conducted at the home institution or in collaboration with other institutions, NSF-funded centers, or national laboratories.
18. What kinds of costs may be covered if faculty research funding is requested?
Funding may cover items such as:
- Undergraduate research experiences
- Supplies
- Equipment needed for research
- Faculty research development activities
These costs must clearly support the program's overarching goals of improving undergraduate STEM education and expanding participation.
19. Is there a special requirement if faculty research funds are included in the proposal?
Yes. If faculty research funds are requested, each funded faculty member must submit a four-page Faculty Research Plan. This plan must include a section (one to two pages) describing the faculty member's track record in diversity, equity, and inclusion (DEI), mentoring, and advancing diverse students in STEM.
20. What does NSF expect regarding evidence, evaluation, and sharing results?
The solicitation emphasizes that projects should produce credible evidence through evaluation and share results through dissemination so others can learn from what was attempted. Evaluation and dissemination are required components across the tracks described.
21. What does NSF mean by "institutionalized and sustainable" strategies?
For Track 2 (and consistent with the long-term emphasis in Track 3), NSF expects that successful strategies should become part of normal institutional practice and be sustained over time, rather than operating as temporary initiatives that end when grant funding ends.
22. What role does institutional data play in proposals?
Proposals are expected to justify need with institutional data and include a narrative explaining why the project is necessary and how the institution is positioned to improve undergraduate STEM education through the proposed work.
23. What is the NSF funding opportunity number and CFDA listing for this program?
The opportunity is listed as NSF Funding Opportunity Number 22-545 under CFDA 47.076.
24. What is the maximum award amount mentioned in the provided notice?
The award ceiling listed is up to $3,000,000.
25. How many awards does NSF expect to make?
The notice states an expectation of around 60 awards (based on the provided information).
26. Are there deadlines, and are they track-specific?
Yes. The solicitation includes multiple track-specific full proposal deadlines. The provided listing notes deadlines in March 2022.
27. Who is eligible to apply?
Eligibility is described broadly as "Others," with additional details referenced in the full solicitation. The provided information indicates applicants must meet the definition of a Hispanic-Serving Institution (HSI) and comply with any other NSF requirements spelled out in the official program guidance.
28. What types of degrees and students are the focus of the program?
The program focuses on students pursuing associate's and bachelor's degrees in STEM, with an emphasis on improving recruitment, retention, and graduation outcomes.
29. Does the program support culturally aware or culturally responsive approaches?
Yes. A central theme is the importance of tailored, culturally aware strategies that reflect student needs and institutional realities across different types of HSIs.
30. Does this program align with broader national workforce priorities?
Yes. The program is described as aligning with national priorities to develop a more diverse and capable science and engineering workforce by broadening participation and expanding pathways into advanced education and STEM careers.
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