Full Text ES-96-001 ENVIRONMENTAL HEALTH SCIENCES EDUCATION: TEACHER ENHANCEMENT NIH GUIDE, Volume 24, Number 33, September 22, 1995 RFA: ES-96-001 P.T. 34 Keywords: ENVIRONMENT Health and Safety Education National Institute of Environmental Health Sciences Letter of Intent Receipt Date: October 27, 1995 Application Receipt Date: December 22, 1995 PURPOSE Human health and human disease result from three interactive elements: environmental factors, genetic susceptibility, and age. The mission of the National Institute of Environmental Health Sciences (NIEHS) is to reduce the burden of human illness and dysfunction from environmental causes by further understanding each of these elements and how they interrelate. The NIEHS achieves its mission through a multidisciplinary biomedical research program, prevention and intervention efforts, and a communication strategy that encompasses training, education, technology transfer, and community outreach. The ultimate goal of these NIEHS activities is to define and understand the mechanism of action of toxic environmental agents on human health and to transfer this knowledge to the public. The NIEHS is actively responding to the increasing desire of the public to understand the effects on human health of exposure to physical and chemical agents. Although the public is challenged daily to make decisions based on the risk and benefit of agents that permeate the environment, there are few programs that prepare the public to meet this challenge. For example, in the past few years there have been media reports concerning the hazards of electromagnetic radiation, chemicals in drinking water, and pesticides in food. While the scientific community has been tasked with making scientifically based recommendations on the safety of chemicals and physical agents, the general public has become increasingly involved in the regulatory decision making process. Therefore, there is a critical need to educate the general public about environmental health issues. In recognition of this challenge, a public mandate in the 1990s is to reach out to students in grade school and high school to improve their science literacy. In 1992 the NIEHS established a priority to develop an environmental health sciences education program at the K 12 grade levels. The objective of this program is to improve the understanding of environmental health issues by all students and to expand career awareness for those interested in pursuing further education leading to research and service occupations in environmental health sciences. In 1993 the NIEHS issued an RFA to stimulate the development of educational materials related to environmental health sciences in grades K-12. The NIEHS provides further support for development of such materials through its Small Business Innovation Research (SBIR) program. In addition to promoting the development of relevant instructional materials, the NIEHS seeks to enhance the dissemination, utilization, and effective implementation of materials and curricula pertaining to environmental health science. A necessary step in achieving this objective is the provision of teachers with requisite disciplinary and pedagogical skills. The specific intent of this RFA is to organize teacher enhancement activities, that will ultimately enhance students' comprehension of and interest in environmental health sciences. HEALTHY PEOPLE 2000 The Public Health Service (PHS) is committed to achieving the health promotion and disease prevention objectives of "Healthy People 2000," a PHS led national activity for setting priority areas. This RFA, Environmental Health Sciences Education: Teacher Enhancement, is related to the priority area of environmental health. Potential applicants may obtain a copy of "Healthy People 2000" (Full Report: Stock No. 017-001-00474-0 or Summary Report: Stock No. 017-001- 00473-1) through the Superintendent of Documents, Government Printing Office, Washington DC 20402-9325 (telephone 202/512-1800). ELIGIBILITY REQUIREMENTS Applications may be submitted by domestic and foreign, for-profit and non-profit organizations, public and private, such as universities, colleges, hospitals, laboratories, units of State and local governments, and eligible agencies of the Federal government. Applications from educational institutions with significant minority enrollments and from principal investigators who are women or minority group members are especially encouraged. MECHANISM OF SUPPORT This RFA will use the National Institutes of Health (NIH) Education Grant (R25). Responsibility for the planning, direction, and execution of the proposed project will be solely that of the applicant. The total project period for an application submitted in response to this RFA may not exceed four years, and awards are not renewable. This RFA is a one time solicitation. FUNDS AVAILABLE The estimated funds (total costs) available for the first year of support for the entire program are anticipated to be $600,000. The maximum award will be $100,000 in direct costs per year. Indirect costs will be paid at eight percent of direct costs, including any subcontracts, less appropriate exclusions. The indirect cost rate on subcontract costs may not exceed eight percent. It is expected that four to six awards will be possible. This level of support is dependent on the receipt of a sufficient number of applications of high scientific merit. Although this program is provided for in the financial plans of the NIEHS, awards pursuant to this RFA are contingent upon the availability of funds for this purpose. RESEARCH OBJECTIVES Background The "High School and Beyond" Surveys, which have been widely discussed, show a steady decline in the scientific literacy of students and in the number of students interested in careers in natural science or engineering. As an example, of four million high school sophomores in school in 1977 only 9,700 were projected to reach the Ph.D. degree in 1992. In response to this and other evidence of a decline in the performance of American students in science and mathematics, a new urgency has led to a national awareness of the need to improve teaching and learning in these fields. The momentum for major changes in the way that science is taught in grades K-12 has been increasing rapidly in recent years, as has the amount of money provided from public and private sources to support retraining of teachers, development of curricula, and provision of educational technologies. Although the approach and content of the science curriculum is undergoing change, in none of the national efforts to develop new curricula or teaching standards is there a systematic approach to educational activities linking the environment to human health concerns. Although some schemes incidentally use examples from the environmental health sciences as a basis for hands on experiences and critical thinking skill development, in general, adequate materials are lacking, teachers are not well prepared, and the relationship of environmental health science, as a concept, to the standard K-12 curricula is not evident. Importantly, teachers in grades K-12 appear to lack the training and background in science instruction to utilize effectively hands on instruction. An April 1995 assessment of elementary school parent and teacher attitudes prepared for the Bayer Corp. and the National Science Foundation (NSF) indicated that half of all teachers are not at all or only a little familiar with recent recommendations for science education reform. Almost as many rate the course work and training in science that they experienced as relatively ineffective. Many teachers do not feel well qualified to teach science. Most believe the emphasis on science education in their schools should increase. These findings suggest that the success of science education reform will likely require an increased commitment to teacher enhancement activities. Organizations with a scientific or educational mission may submit applications. Such groups include colleges and universities; state and local education agencies; professional societies; museums; research laboratories; private foundations or industries; and other public or private education related organizations, either for profit or non-profit. Applicants are strongly encouraged to form consortia entailing active participation by more than one of the groups listed above. Applications must include teachers and other school personnel in the planning, conduct, and evaluation of appropriate activities. In addition, because of the wide range of environmental health science and education issues to be addressed, only applications that include research scientists (such as those at NIEHS Environmental Health Sciences Centers) will be considered responsive. At a minimum, an educator and an active researcher in an environmental health science area relevant to the mission of the NIEHS must be included as key personnel. Applications lacking these personnel will not be considered responsive. NIEHS Commitment to Science Education Support of K-12 science education has received high priority from the Director, NIH, and the Director, NIEHS. Commitment of the Public Health Service, Department of Health and Human Services, and the President is well documented. Also at the national level, the National Science Foundation, through the Directorate for Education and Human Resources, and the Department of Education, through the Eisenhower program, are supporting major reform activities by the American Association for the Advancement of Science (AAAS), the National Science Teachers Association, the National Research Council, and other organizations. Other Federal agencies, such as the Departments of Energy and Agriculture, National Aeronautics and Space Administration, and the Environmental Protection Agency are investing in K-12 programs related to their missions. As part of its intramural program, NIEHS has established a "Summers of Discovery" program to support high school teachers and students in summer research opportunities and has conducted a variety of career awareness and education programs for students and teachers. Since 1966, the NIEHS has supported basic and applied biomedical research on environmental health. In addition to this research mission, the NIEHS also serves an educational role. In the past, the NIEHS has been involved in science education mostly by supporting research training at the pre- and postdoctoral levels, career development. However, more recently, the NIEHS has established as a priority the development of an environmental health sciences education program at the K-12 level. In 1992 the NIEHS convened a forum of teachers, scientists, science educators, administrators, and persons representing various associations to advise the NIEHS on the establishment of an environmental health sciences education program. The forum discussed and made recommendations in four areas: o Curriculum: The environmental health science education program should be multidisciplinary and infused into existing curricula at appropriate grade levels. o Needs to be addressed in developing programs: There should be defined outcomes, teacher training, equipment and materials, community support, appropriate assessment, involvement of the science community, and inclusion of underrepresented groups. o Identification of existing models: There are many programs that exist in related fields that could be used as a framework for a program in environmental health science. o Barriers: Lack of public awareness, the poor science background of teachers, overloaded curricula, lack of materials, and inadequate funding impede the implementation of environmental health science in K-12 curricula. In response to these concerns, the NIEHS issued an RFA in 1993 for development of educational materials related to environmental health sciences. As a result, seven awards were made. These grants, still ongoing, are aimed at producing instructional materials that can be integrated into existing science curricula. In addition, the NIEHS supports the development of educational materials through its SBIR grant program. Goals For The NIEHS Education Program The recommendations of the 1992 Forum provide the basis for a comprehensive NIEHS environmental health sciences education program, of which the current initiative is a component. The broad goals of this program are to improve students' understanding of environmental health issues, expand students' career awareness related to environmental health science, and train and support science teachers. In accomplishing these goals, the NIEHS realizes that active involvement of students, teachers, parents, and community members is essential. All should participate and all should benefit from these activities. Goals for Students: Enhancement of critical thinking skills to develop a sense of personal involvement in the issues and challenges created by the linkage of human health with environmental factors; competence in identifying problems, assembling relevant data, arriving at solutions; deeper understanding of the concepts of environmental health sciences through applications of the scientific process to issues of health and the environment; awareness of career opportunities in environmental health fields and the background essential to those careers. Goals for Teachers: Greater awareness of environmental health science issues as a means of teaching science concepts and generating social responsibility in students; stronger knowledge base of environmental health sciences concepts through real life applications; a broader range of techniques and methods of teaching science; enhanced professional stature through opportunities to interact with scientists in team situations. Goals for Parents and Communities: Opportunities to participate with students and teachers in educational activities based on real problems found in homes and communities and to influence outcomes. Characteristics of this Initiative The NIEHS presently supports a variety of efforts to produce effective instructional materials in environmental health sciences. The current RFA seeks to provide teachers with the scientific knowledge and pedagogical skills required to implement these and other materials and curricula in the classroom. It is essential that these efforts be a collaboration between scientists, who are familiar with environmental health sciences issues, and educators, who are familiar with teaching these grade levels. It is important to note that all proposed projects submitted in response to this RFA must focus on providing teachers with information on the interrelationship between environmental factors and human health. Programs addressing only ecology or only general concepts of health and biology will be considered unresponsive. Applicants are encouraged to concentrate on emerging issues of broad scope that clearly portray interactions between human health and the environment. Teachers ultimately determine the success or failure of any environmental health science education program. Unfortunately, many teachers do not have the science background or confidence to embark on such an undertaking. Moreover, those with an understanding of the concepts and processes of science often do not have the opportunity to update their knowledge or skills. Teachers also must have the time, incentive, and resources required to participate in effective science education. In combination, these deficiencies, particularly severe among teachers in elementary grades, make it difficult to model the processes of science in the classroom. Teacher enhancement programs aim to further the skills of teachers already in the workforce by supporting continuing education. Projects should emphasize both content and pedagogy, promote leadership qualities, and provide opportunities for professional growth. To help ensure success, these projects must involve teachers in both planning and staffing. It is clear that science education would benefit from combining the content knowledge of research scientists with the teaching skills of classroom teachers. Hence, one intent of this RFA is to link researchers in environmental health sciences with teachers at the K- 12 level. The NIEHS encourages the initiation of cooperative efforts among the diverse elements within the scientific and education communities. The NIEHS seeks to improve environmental health sciences literacy by promoting partnerships between public and/or private sector organizations and active scientists. This partnership should help to ensure that all students are exposed to a view of environmental health science that accurately represents the scientific enterprise. Although a proposed project should be best suited to an applicant's own strengths and characteristics, at a minimum, each program must possess the following features: o Participating teachers can be recruited statewide, regionally, or nationally. They should not be from the same school district. Applications lacking at least a statewide focus will not be considered. o Projects can focus on the entire K-12 spectrum or natural groupings of various grade levels. o The issue of incentives (e.g., graduate credit, school district credit, stipends, certificates) for involvement of teachers in training programs must be addressed. o Opportunities for intensive interaction between researchers in environmental health science and K-12 teachers must be maximized. Formation of scientist teacher partnerships, either one on one or site based (e.g., between research institutions and schools), is encouraged. o Leadership development and in school support of teacher leaders is a requirement of this program. As educational leaders, graduates of these programs can carry new skills back to their peers. This element stresses the need for long term, year round support of teachers in their home school environment. o Programs must include awareness components for other significant participants, e.g., principals and school administrators, school board members, and guidance counselors. Understanding and commitment on the part of these groups is essential to the success of teacher enhancement projects. o The continuous nature of enrichment activities necessary for excellence in teaching should be emphasized. o An evaluation plan to determine the success of the project in accomplishing its objectives must be included. Specific examples of the types of activities that may be proposed include, but are not limited to: o Provide for teachers new and additional education related to environmental health sciences. Both content and instructional strategies may be considered. o Produce materials related to environmental health sciences for continuing professional development of teachers. These materials should reflect current research knowledge and emphasize hands on experiences, inquiry learning, and problem solving activities. These materials must then be incorporated into appropriate training sessions. o Involve teachers in educational research activities or internships in order to further the application of research findings to the improvement of classroom instruction. o Identify and educate leadership teachers and/or leadership teams composed of teachers, administrators, university faculty, and parents. o Develop teacher institutes to promote enhanced understanding of content and teaching strategies related to environmental health sciences. Such sessions typically provide for three or more weeks of instruction each summer and follow up activities during the academic year. Relationship to Other Federal Programs in Science Education Applications that propose working relationships with major science education projects/groups such as the NSF Statewide Systemic Initiatives program, the Department of Education Regional Consortia for Science and Mathematics, American Chemical Society, the National Science Teachers Association, National Association of Biology Teachers, or other federal, state, or national organizations and programs are particularly encouraged. SPECIAL REQUIREMENTS To foster collaboration and to share approaches and evaluation strategies, each application should include a provision for attending an annual meeting at the NIEHS in Research Triangle Park, NC. INCLUSION OF WOMEN AND MINORITIES IN RESEARCH INVOLVING HUMAN SUBJECTS It is the policy of the NIH that women and members of minority groups and their subpopulations must be included in all NIH supported biomedical and behavioral research projects involving human subjects, unless a clear and compelling rationale and justification is provided that inclusion is inappropriate with respect to the health of the subjects or the purpose of the research. This new policy results from the NIH Revitalization Act of 1993 (Section 492B of Public Law 103 43) and supersedes and strengthens the previous policies (Concerning the Inclusion of Women in Study populations, and Concerning the Inclusion of Minorities in Study Populations), which have been in effect since 1990. The new policy contains some provisions that are substantially different from the 1990 policies. All investigators proposing research involving human subjects should read the "NIH Guidelines for Inclusion of Women and Minorities as Subjects in Clinical Research," which have been published in the Federal Register of March 28, 1994 (FR 59 14508-14513) and reprinted in the NIH Guide for Grants and Contracts, Volume 23, Number 11, March 18, 1994. Investigators also may obtain copies of the policy from the program staff listed under INQUIRIES. Program staff may also provide additional relevant information concerning the policy. LETTER OF INTENT Prospective applicants are asked to submit, by October 27, 1995, a letter of intent that includes a descriptive title of the proposed project, the name, address, and telephone number of the Principal Investigator, the identities of other key personnel and participating institutions, and the number and title of the RFA. Although a letter of intent is not required, is not binding, and does not enter into the review of subsequent applications, the information that it contains is helpful in planning for the review of applications. It allows NIEHS staff to estimate the potential review workload and to avoid conflict of interest in the review. The letter of intent is to be sent to: Dr. Allen Dearry Division of Extramural Research and Training National Institute of Environmental Health Sciences 111 T.W. Alexander Drive P.O. Box 12233 Research Triangle Park, NC 27709 Telephone: (919) 541-4500 FAX: (919) 541-2843 Email: DEARRY@NIEHS.NIH.GOV APPLICATION PROCEDURES The research grant application form PHS 398 (rev.5/95) is to be used in applying for these grants. These forms are available at most institutional offices of sponsored research and from the Office of Grants Information, Division of Research Grants, National Institutes of Health, 6701 Rockledge Drive, Suite 3032, MSC 7762, Bethesda, MD 20892-7762, telephone (301) 710-0267, email: girg@drgpo.drg.nih.gov. The RFA label available in the PHS 398 application form must be affixed to the bottom of the face page of the application. Failure to use this label could result in delayed processing of the application such that it may not reach the review committee in time for review. In addition, the RFA title and number must be typed on line 2 of the face page of the application form and the YES box must be marked. Submit a signed, typewritten original of the application, including the checklist, and three signed, photocopies, in one package to: DIVISION OF RESEARCH GRANTS NATIONAL INSTITUTES OF HEALTH 6701 ROCKLEDGE DRIVE, ROOM 1040 - MSC 7710 BETHESDA, MD 20892-7710 BETHESDA, MD 20817 (for express/courier service) At the time of submission, two additional copies of the application must also be sent to: Dr. Ethel Jackson, Chief Division of Extramural Research and Training National Institute of Environmental Health Sciences 111 T.W. Alexander Drive P.O. Box 12233 Research Triangle Park, NC 27709 Telephone: (919) 541 7826 The following schedule is planned for this initiative. It should be noted that this schedule may be changed without notification due to factors that were unanticipated at the time of announcement. Contact the program official listed under INQUIRIES regarding any changes in the schedule. Letter of Intent Receipt Date: October 27, 1995 Application Receipt Date: December 22, 1995 Initial Review Group Meeting: March 1996 Advisory Council Review: May 1996 Anticipated Date of Funding: July 1996 REVIEW CONSIDERATIONS Applications will be administratively reviewed by NIH staff for completeness and responsiveness to this RFA. Applications found to be incomplete or nonresponsive will be returned to the applicant without further consideration. Applications that are complete and responsive to the RFA will be evaluated for scientific and technical merit by an appropriate peer review group convened in accordance with the standard NIH peer review procedures. As part of the initial merit review, all applications will receive a written critique and undergo a process in which only those applications deemed to have the highest scientific merit, generally the top half of applications under review, will be discussed, assigned a priority score, and receive a second level review by the National Advisory Environmental Health Sciences Council. Review Criteria o Merit and significance of the proposed project as determined by such factors as content, originality, feasibility, potential long term impact, transportability, and relationship to established state and national educational standards, educational needs, and current educational research pertaining to instructional methodologies. o Demonstration within the proposed project plan of current knowledge of research practices, outcomes, and standards, specifically those related to science learning, attitudes, motivation, and educational strategies. o Evidence of cooperation and interaction among scientific and educational staff. The project should establish partnerships based on mutual interest and purpose with all partners sharing in planning, development, implementation, and follow up activities. o Plans for evaluation of factors contributing to the project's effectiveness. The potential impact of the project upon teachers and students in the classroom should be described and assessed. Evaluations should include a measure of the impact of the project on teachers' knowledge of environmental health sciences. o Plans for distribution of results in the educational arena. Projects should be transportable, and there should be discussion of how activities could meet the needs of new target audiences at new sites. Findings should be communicated to the larger educational research community. o Qualifications and research/education experience of the principal investigator and staff, particularly but not exclusively in areas relevant to the mission of NIEHS. Individuals with strong subject matter skills are expected to play key roles. Personnel should demonstrate knowledge of the needs of their target audience in educational settings. o Availability of resources necessary to perform project objectives. o Strength of commitment by the participating institution(s) as evidenced by provision of appropriate resources, services, technical support, and allocation of space. Schools are expected to assist in the implementation process by providing requisite release time and contributing to classroom materials. The importance of continuing education will necessitate that schools and administrators demonstrate a definitive, long term commitment to teacher enhancement activities. o Appropriateness of the proposed budget and duration in relation to proposed objectives. o Feasibility of plans for independently continuing the program. Evidence of continuing commitment on the part of the proposing institution(s) and of long term impact of the proposed project is especially important. Applicants may consider cost sharing in order to continue their program beyond the period of NIEHS funding. o Adequacy of plans to include both genders and minorities and their subgroups as appropriate for the scientific goals of the research. Plans for the recruitment and retention of subjects will also be evaluated. AWARD CRITERIA The anticipated date of award is July 1, 1996. The following will be considered in making funding decisions: o Quality of the proposed project as determined by peer review. o Availability of funds. o Program balance and relevance to mission of NIEHS. o Number of teachers and students impacted by the project. INQUIRIES Written and telephone inquiries concerning this RFA are encouraged. The opportunity to clarify any issues or questions from potential applicants is welcome. Direct inquiries regarding programmatic issues to: Allen Dearry, Ph.D. Division of Extramural Research and Training National Institute of Environmental Health Sciences P.O. Box 12233 Research Triangle Park, NC 27709 Telephone: (919) 541-4500 FAX: (919) 541-2843 Email: DEARRY@NIEHS.NIH.GOV Direct inquiries regarding fiscal matters to: Mr. David L. Mineo Division of Extramural Research and Training National Institute of Environmental Health Sciences P.O. Box 12233 Research Triangle Park, NC 27709 Telephone: (919) 541-1373 Email: MINEO@NIEHS.NIH.GOV AUTHORITY AND REGULATIONS This program is described in the Catalog of Federal Domestic Assistance No. 93.113 and 93.115. Awards are made under authorization of the Public Health Service Act, Title IV, Part A (Public Law 78 410, as amended by Public Law 99 158, 43 USC 241 and 285) and administered under PHS grants policies and Federal Regulations 42 CFR 52 and 45 CFR Part 74. This program is not subject to the intergovernmental review requirements of Executive Order 12372 or Health Systems Agency review. The PHS strongly encourages all grant and contract recipients to provide a smoke-free workplace and promote the non-use of all tobacco products. In addition, Public Law 103-227, the Pro-Children Act of 1994, prohibits smoking in certain facilities (or in some cases, any portion of a facility) in which regular or routine education, library, day care, health care or early childhood development services are provided to children. This is consistent with the PHS mission to protect and advance the physical and mental health of the American people. .
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