Opportunity Information: Apply for 24 578
The National Science Foundation (NSF) Hispanic Serving Institutions (HSI) Program: Equitable Transformation in STEM Education (ETSE) is a discretionary grant opportunity (NSF 24-578; CFDA 47.076) designed to strengthen undergraduate STEM education and student success at institutions designated as Hispanic Serving Institutions. The program is framed around national workforce goals highlighted in the National Science Board Vision Report and is aligned with the NSF Strategic Plan 2022-2026. At its core, ETSE aims to help HSIs improve the quality of undergraduate STEM learning experiences while also increasing recruitment, retention, and graduation of students pursuing STEM certificates, associate degrees, and bachelor degrees. The solicitation emphasizes that meaningful improvement requires institutions to understand who their students are in real, lived terms, including their strengths, barriers, identities, and day-to-day realities, and then translate that understanding into practical, evidence-informed changes.
ETSE is structured to support both transformation work inside HSIs and the broader infrastructure that helps HSIs learn from each other. On the transformation side, the competition seeks projects that implement, study, and evaluate promising practices in undergraduate STEM education, particularly those that broaden participation and close inequities in outcomes. Proposals are expected to be grounded in institutional data, not assumptions. Applicants are encouraged to use their own data to identify equity gaps, pinpoint where students are being lost or underserved, and examine the underlying factors shaping student experiences. A key point in the solicitation is that student identities are not one-dimensional; for example, students may simultaneously be Hispanic, first-generation, working, commuting, parenting, or navigating financial or language barriers. ETSE expects projects to take that complexity seriously by unpacking how multiple factors combine to influence success in STEM.
A distinguishing expectation across ETSE projects is the active inclusion of student voice and continuous learning during the project. Rather than relying only on end-of-project outcomes, proposals should include mechanisms to gather and analyze existing student feedback and to collect quantitative and qualitative student data throughout the project lifecycle. In practice, this means building evaluation and improvement loops into the work so that interventions can be assessed and refined over time. The overall thrust is to catalyze institutional or unit-level change that is student-centered and equity-focused, meeting students where they are while recognizing the assets they bring.
The ETSE competition includes four proposal tracks. The Departmental/Division Transformation Track (DDTT), which is newly introduced, supports change at the department or division level, focusing on transforming structures, policies, curricula, or practices that shape STEM teaching and student progress within a specific academic unit. The Institutional Transformation Track (ITT) supports larger, institution-wide change efforts that require higher-level leadership and decision-making authority, targeting cross-cutting systems that influence STEM student pathways (such as advising structures, transfer supports, gateway course redesign strategies, faculty development models, or broader policies affecting recruitment and retention). The Emerging Faculty Research Track (EFRT), also newly introduced, supports research by emerging faculty connected to undergraduate STEM education and broadening participation, with additional eligibility requirements tied to the institution being a Primarily Undergraduate Institution (PUI). Finally, the HSI Program Resource Hubs track supports elements of the HSI-Net network, an infrastructure component intended to spread knowledge, build capacity across HSIs, and support the overall goals of the HSI program through shared resources and coordination.
In addition to the four main tracks, the solicitation states it will accept conference proposals and planning proposals, consistent with NSF Proposal and Award Policies and Procedures Guide (PAPPG) definitions. This creates space for HSIs and partners to convene stakeholders, develop collaborative agendas, and lay groundwork for larger transformation projects.
Eligibility to submit most proposal types is limited to institutions that meet specific criteria. To be eligible for funding, an applicant must be an accredited institution of higher education, must offer undergraduate STEM educational programs leading to certificates or degrees, and must meet the federal definition of an HSI under Section 502 of the Higher Education Act of 1965 (20 U.S.C. 1101a) as recognized by the U.S. Department of Education. The solicitation requires documentation of HSI status: a Department of Education eligibility letter must be included as a supplemental document. For the EFRT track specifically, the institution must also qualify as an eligible PUI at the time of submission, meaning it is an accredited college or university (including two-year colleges) that awards associate, bachelor, and/or master degrees in NSF-supported fields and has awarded 20 or fewer PhD/DSc degrees in all NSF-supported fields during the previous two academic years combined.
The solicitation also sets expectations for who should serve as Principal Investigator (PI) depending on the track, reflecting the kind of authority needed to carry out the proposed changes. For Institutional Transformation Track (ITT) proposals, an upper-level administrator with decision-making authority (dean or higher) must serve as PI or co-PI, signaling that institutional transformation must be backed by leadership able to enact or sustain changes. For Departmental/Division Transformation Track (DDTT) proposals, the unit head, chair, or equivalent is expected to be a PI or co-PI for the duration of the project to ensure the work is anchored in unit governance and operational reality. The solicitation indicates there are no PI restrictions for Hub and EFRT proposals.
Key administrative details included in the opportunity listing identify NSF as the funding agency, the instrument type as a grant, and the activity category as science and technology and other research and development. The original closing date listed is September 11, 2024, and the opportunity anticipates making around 17 awards. An award ceiling is not specified in the provided source data. Overall, ETSE is positioned as a multi-track pathway for HSIs to pursue data-informed, student-centered change in undergraduate STEM, while also contributing to and benefiting from a shared national support network aimed at equitable STEM outcomes.Apply for 24 578
- The National Science Foundation in the science and technology and other research and development sector is offering a public funding opportunity titled "Hispanic Serving Institutions: Equitable Transformation in STEM Education (ETSE)" 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 2024-05-25.
- Applicants must submit their applications by 2024-09-11. (Agency may still review applications by suitable applicants for the remaining/unused allocated funding in 2026.)
- The number of recipients for this funding is limited to 17 candidate(s).
- Eligible applicants include: Others.
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NSF HSI Program: Equitable Transformation in STEM Education (ETSE) - FAQs
1) What is the NSF HSI Program: Equitable Transformation in STEM Education (ETSE)?
ETSE is a National Science Foundation (NSF) discretionary grant opportunity (NSF 24-578; CFDA 47.076) designed to strengthen undergraduate STEM education and student success at institutions designated as Hispanic Serving Institutions (HSIs). It focuses on improving undergraduate STEM learning experiences and increasing recruitment, retention, and graduation for students pursuing STEM certificates, associate degrees, and bachelor degrees.
2) What is the primary goal of ETSE?
The core aim is equitable, student-centered improvement in undergraduate STEM education at HSIs. ETSE emphasizes raising the quality of STEM learning and closing inequities in outcomes by using evidence-informed changes grounded in institutional data and real student experiences.
3) How does ETSE define "meaningful improvement" in STEM education?
The solicitation frames meaningful improvement as starting with an institution understanding students in "real, lived terms" (strengths, barriers, identities, day-to-day realities) and translating that understanding into practical changes supported by evidence and continuous learning during the project.
4) What types of outcomes is ETSE trying to improve for students?
ETSE is focused on improving undergraduate STEM learning experiences and increasing recruitment, retention, and graduation among students pursuing STEM certificates, associate degrees, and bachelor degrees, with an explicit emphasis on equitable outcomes and reducing disparities.
5) What does ETSE mean by using institutional data rather than assumptions?
ETSE expects proposals to be grounded in the applicant institution's own data. Applicants are encouraged to identify equity gaps, determine where students are being lost or underserved, and examine underlying factors shaping student experiences, rather than relying on generalized beliefs about student needs.
6) Does ETSE expect applicants to consider multiple student identities and circumstances?
Yes. The solicitation emphasizes that student identities are not one-dimensional. It highlights that students may simultaneously be Hispanic, first-generation, working, commuting, parenting, or navigating financial or language barriers, and ETSE expects projects to unpack how multiple factors combine to influence STEM success.
7) What kinds of projects does ETSE support within HSIs?
On the transformation side, ETSE supports projects that implement, study, and evaluate promising practices in undergraduate STEM education, particularly practices that broaden participation and close inequities in outcomes. Projects are expected to be student-centered, equity-focused, and grounded in evidence and institutional data.
8) What is meant by "transformation work" versus broader infrastructure support?
ETSE is structured to support (1) transformation work inside HSIs (institutional, departmental, or research-focused efforts aimed at improving STEM education and equity) and (2) broader infrastructure that helps HSIs learn from each other, including shared resources and coordination through the HSI Program Resource Hubs and the HSI-Net network.
9) What is the role of student voice in ETSE projects?
A distinguishing expectation is the active inclusion of student voice and continuous learning throughout the project. Proposals should include mechanisms to gather and analyze existing student feedback and to collect quantitative and qualitative student data during the project lifecycle, not only at the end.
10) What does ETSE mean by "continuous learning" and "evaluation and improvement loops"?
ETSE encourages proposals to build in ongoing data collection and analysis so interventions can be assessed and refined over time. Instead of relying solely on end-of-project outcomes, projects should use feedback and evidence during implementation to improve approaches as the work unfolds.
11) How many proposal tracks are in ETSE?
ETSE includes four proposal tracks: (1) Departmental/Division Transformation Track (DDTT), (2) Institutional Transformation Track (ITT), (3) Emerging Faculty Research Track (EFRT), and (4) HSI Program Resource Hubs.
12) What is the Departmental/Division Transformation Track (DDTT)?
DDTT is a newly introduced track that supports change at the department or division level. It focuses on transforming structures, policies, curricula, or practices that shape STEM teaching and student progress within a specific academic unit.
13) What is the Institutional Transformation Track (ITT)?
ITT supports larger, institution-wide change efforts that require higher-level leadership and decision-making authority. It targets cross-cutting systems that influence STEM student pathways, such as advising structures, transfer supports, gateway course redesign strategies, faculty development models, and broader policies affecting recruitment and retention.
14) What is the Emerging Faculty Research Track (EFRT)?
EFRT is a newly introduced track that supports research by emerging faculty connected to undergraduate STEM education and broadening participation. EFRT has additional eligibility requirements tied to the institution being a Primarily Undergraduate Institution (PUI) at the time of submission.
15) What are the HSI Program Resource Hubs?
This track supports elements of the HSI-Net network. The Resource Hubs are intended to spread knowledge, build capacity across HSIs, and support the overall goals of the HSI program through shared resources and coordination.
16) Does ETSE accept conference proposals or planning proposals?
Yes. In addition to the four main tracks, the solicitation states it will accept conference proposals and planning proposals, consistent with NSF Proposal and Award Policies and Procedures Guide (PAPPG) definitions. This allows HSIs and partners to convene stakeholders, develop collaborative agendas, and lay groundwork for larger transformation projects.
17) Who is eligible to apply for ETSE funding?
Eligibility to submit most proposal types is limited to institutions that meet specific criteria. To be eligible, an applicant must be an accredited institution of higher education, must offer undergraduate STEM educational programs leading to certificates or degrees, and must meet the federal definition of an HSI under Section 502 of the Higher Education Act of 1965 (20 U.S.C. 1101a) as recognized by the U.S. Department of Education.
18) What documentation is required to prove HSI eligibility?
The solicitation requires documentation of HSI status. A U.S. Department of Education eligibility letter must be included as a supplemental document.
19) Are there extra eligibility requirements for EFRT proposals?
Yes. For the EFRT track specifically, the institution must also qualify as an eligible PUI at the time of submission. In this context, a PUI is an accredited college or university (including two-year colleges) that awards associate, bachelor, and/or master degrees in NSF-supported fields and has awarded 20 or fewer PhD/DSc degrees in all NSF-supported fields during the previous two academic years combined.
20) Are there Principal Investigator (PI) requirements for ITT proposals?
Yes. For Institutional Transformation Track (ITT) proposals, an upper-level administrator with decision-making authority (dean or higher) must serve as PI or co-PI. This requirement reflects that institution-wide transformation must be backed by leadership able to enact or sustain changes.
21) Are there Principal Investigator (PI) requirements for DDTT proposals?
Yes. For Departmental/Division Transformation Track (DDTT) proposals, the unit head, chair, or equivalent is expected to be a PI or co-PI for the duration of the project. The solicitation frames this as a way to ensure the work is anchored in unit governance and operational reality.
22) Are there PI restrictions for Hub or EFRT proposals?
No. The solicitation indicates there are no PI restrictions for Hub and EFRT proposals.
23) What is the funding agency and funding instrument for this opportunity?
The funding agency is the National Science Foundation (NSF). The funding instrument type is a grant.
24) What is the activity category for ETSE?
The activity category is science and technology and other research and development.
25) What is the deadline listed for this opportunity?
The original closing date listed is September 11, 2024.
26) How many awards does ETSE anticipate making?
The opportunity anticipates making around 17 awards.
27) Is there an award ceiling listed?
No award ceiling is specified in the provided opportunity information.
28) How is ETSE aligned with national goals and NSF priorities?
The program is framed around national workforce goals highlighted in the National Science Board Vision Report and is aligned with the NSF Strategic Plan 2022-2026.
29) What kinds of STEM credentials does ETSE focus on?
ETSE focuses on students pursuing STEM certificates, associate degrees, and bachelor degrees within undergraduate STEM education programs.
30) What is the overall emphasis of ETSE across tracks?
Across tracks, ETSE emphasizes data-informed, student-centered, equity-focused change in undergraduate STEM education. It also emphasizes learning across institutions through infrastructure like HSI-Net, with projects expected to implement, study, evaluate, and refine practices over time.
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