Content provided by the Catalog of Federal Domestic Assistance
47.075 Social, Behavioral, and Economic Sciences
TYPES OF ASSISTANCE:
TYPES OF ASSISTANCE:
USES AND USE RESTRICTIONS:
Programs in social, behavioral and economic sciences and in science resources statistics provide funds that may be used for paying costs necessary to conduct research or studies, such as salaries and wages, equipment and supplies, travel, publication costs, and other direct and indirect costs. Primary responsibility for the supervision of grant activities rests with the grantee institution; the project director or principal investigator is responsible for the execution of the research activities, as well as for submitting progress and final reports on research activities. Grants are made on a competitive basis. Funds must be used for purposes specified in the proposal.
Applicant Eligibility: Public and private colleges and universities; Non-profit, non-academic organizations; For-profit organizations; State and Local Governments; and unaffiliated scientists under special circumstances. See the Grant Proposal Guide for a full description of eligibility requirements.
Pre-application Coordination: For some competitions, a preliminary proposal may be required. If applicable, the program solicitation will provide specific information. For all programs it is suggested that an initial inquiry be made before a proposal is submitted to determine whether a potential project qualifies for NSF support. This program is excluded from coverage under OMB Circular No. A-102. This program is excluded from coverage under E.O. 12372.
Formula and Matching Requirements:
POST ASSISTANCE REQUIREMENTS:
In fiscal year 2007, 4,284 competitive proposals were received and 1,143 awards were made, and in fiscal year 2008 approximately 4,250 competitive proposals are expected to be received and about 1,148 awards will be made.
REGULATIONS, GUIDELINES, AND LITERATURE:
48 CFR Chapter 25; 45 CFR Chapter VI; "2004 Guide to Programs," NSF 04-009 (http://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf04009); and "Grant Proposal Guide," (http://www.nsf.gov/publications/pub_summ.jsp?ods_key=nsf0423&org=NSF).
Regional or Local Office: None.
EXAMPLES OF FUNDED PROJECTS:
Topics of recently funded research include: brain activity associated with truth and deception; the influence of fear on perceptions and decision making; network modeling; rebuilding from disasters; and the effects of terrorist assaults and natural disasters on people removed from physical harm but emotionally engaged with those who have directly suffered. With major support from the SBE-managed Human and Social Dynamics priority area and SBE's core programs, NSF recently announced new Small Grants for Exploratory Research (SGER) awards to study the impact of Hurricane Katrina on people and social systems in the hard-hit Gulf Coast region. SGER awards are limited in size and support exploratory, high-risk research and have proven to be especially well-suited for rapid-response situations in which the need for timely response is crucial in order to capture time-sensitive and perishable data. SBE previously used SGERs effectively to field research teams in the aftermath of both the September 11th terrorist attacks and the 2004 Indian Ocean tsunami. Other recently funded projects investigate the human dimensions of ecological issues such as climate change and the social and ethical issues that surround advances in nanotechnology. SBE also provides statistical data for critical analyses of the role of foreign citizens in the U.S. science and engineering workforce. In addition, SBE awards foster the development of new information technology systems and software, the sharing of data within and across disciplines, the development of new social research infrastructures, and education at all levels in the SBE sciences.
CRITERIA FOR SELECTING PROPOSALS:
The National Science Board approved revised criteria for evaluating proposals on March 28, 1997 (NSB 97-72). All NSF proposals are evaluated through use of two merit review criteria: Intellectual Merit and Broader Impacts (see Grant Proposal Guide (GPG) chapter III.A). In some instances NSF will employ additional criteria as required to highlight the specific objectives of certain programs and activities. On July 8, 2002, the NSF Director issued Important Notice 127, Implementation of new Grant Proposal Guide Requirements Related to the Broader Impacts Criterion. This Important Notice reinforces the importance of addressing both criteria in the preparation and review of all proposals submitted to NSF. Chapter II of the GPG specifies that Principal Investigators must address both merit review criteria in separate statements within the one-page Project Summary. This chapter also reiterates that broader impacts resulting from the proposed project must be addressed in the Project Description and described as an integral part of the narrative. Effective October 1, 2002, NSF will return without review proposals that do not separately address both merit review criteria within the Project Summary. While proposers must respond to both merit review criteria, reviewers will be asked to address only those considerations that are relevant to the proposal being considered and for which they are qualified to make judgments. Below are considerations that help define the two merit review criteria. These considerations are suggestions; not all will apply to any given proposal. (1) What is the intellectual merit of the proposed activity? How important is the proposed activity to advancing knowledge and understanding within its own field or across different fields? How well qualified is the proposer (individual or team) to conduct the project? (If appropriate, the reviewer will comment on the quality of the prior work.) To what extent does the proposed activity suggest and explore creative and original concepts? How well conceived and organized is the proposed activity? Is there sufficient access to resources? (2) What are the broader impacts of the proposed activity? How well does the activity advance discovery and understanding while promoting teaching, training, and learning? How well does the proposed activity broaden the participation of underrepresented groups (e.g., gender, ethnicity, disability, geographic, etc.)? To what extent will it enhance the infrastructure for research and education, such as facilities, instrumentation, networks, and partnerships? Will the results be disseminated broadly to enhance scientific and technological understanding? What may be the benefits of the proposed activity to society? Additionally, in making funding decisions NSF will also give careful consideration to integrating research and education, and integrating diversity into NSF programs. One of the principal strategies in support of NSF's goals is to foster integration of research and education through the programs, projects, and activities it supports at academic and research institutions. This supports these institutions in their efforts to provide abundant opportunities where individuals may concurrently assume responsibilities as researchers, educators, and students and where all can engage in joint efforts that infuse education with the excitement of discovery and enrich research through the diversity of learning perspectives. Broadening opportunities and enabling the participation of all citizens -- women and men, underrepresented minorities, and persons with disabilities -- is essential to the health and vitality of science and engineering. NSF is committed to this principle of diversity and deems it central to the programs, projects, and activities it considers and supports and enriches research through the diversity of learning perspectives. Integrating Diversity into NSF Programs, Projects,andActivities. Broadening opportunities and enabling the participation of all citizens -- women and men, underrepresented minorities, and persons with disabilities -- is essential to the health and vitality of science and engineering. NSF is committed to this principle of diversity and deems it central to the programs, projects, and activities it considers and supports.