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Abstract Detail

Broader Impact: Tying Basic Research with Education

Kellogg, Elizabeth [1].

Effective Broader Impacts.

Central to the projects funded by the National Science Foundation are the disparate activities covered by the term "broader impacts". These are designed to connect the science being done with other aspects of the scientific enterprise –teaching, training, public outreach, increasing representation of under-represented groups, or providing vital aspects of infrastructure. Thoughtful attention to broader impacts is enforced is several ways. Most immediately, a proposal that does not address broader impacts in the project summary, as well as in the proposal itself, is returned without review. More importantly, however, review panels consider the broader impacts seriously. Proposals that are most successful in that regard are those that integrate teaching, training or outreach directly into the project itself. For example, projects in which groups of students or members of the public are involved in collecting some of the primary data provide a direct connection between research and learning. Researchers from small schools and primarily undergraduate institutions are particularly skilled in developing such connections. As another example, projects that connect directly to a museum exhibit or set of public presentations or outreach module are often quite effective. Researchers connected with public institutions often can capitalize on the existing education and outreach programs and can develop unique and creative ways to share not only their results but the process of their research with the public. PIs are also developing increasingly sophisticated ways to use the web as a way to disseminate results. Interactive keys are one obvious example here.

Broader Impacts:

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1 - University of Missouri-St. Louis, Department of Biology, One University Boulevard, St. Louis, Missouri, 63121, USA


Presentation Type: Symposium or Colloquium Presentation
Session: SY6
Location: 556B/Convention Center
Date: Wednesday, August 4th, 2010
Time: 8:45 AM
Number: SY6002
Abstract ID:95

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