0000765 September 1, 2000 Cryptic Speciation in Acanthocyclops Vernalis Complex (Crustacea: Copepoda): the Hypothesized Role of Chromatin Diminution. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Wyngaard, Grace James Madison University VA Sonia Ortega Fellowship 49800 8252 OTHR 0000 0105000 Manpower & Training 0000779 August 1, 2000 Nonlinear Waves in Multiphase Fluids. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Nadim, Ali Trustees of Boston University MA Sonia Ortega Fellowship 46200 8252 OTHR 0000 0105000 Manpower & Training 0000796 August 1, 2000 The Study of Highly Asymmetric Electrolytes. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Dill, Ken University of California-San Francisco CA Sonia Ortega Fellowship 37200 8252 OTHR 0000 0105000 Manpower & Training 0000798 September 1, 2000 Computational Tool for Generating Mechanisms of Complex Reactions --Bridging the Gap Between Chemistry and Chemical Engineering. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Truong, Thanh University of Utah UT Sonia Ortega Fellowship 42600 8252 OTHR 0000 0105000 Manpower & Training 0000799 October 1, 2000 Vascular Plants of the Paramos. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Luteyn, James New York Botanical Garden NY Sonia Ortega Fellowship 42600 8252 OTHR 0000 0105000 Manpower & Training 0000806 July 1, 2000 Amorophous Silicon-Based Thin Film Diodes. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Kuo, Yue Texas Engineering Experiment Station TX Sonia Ortega Fellowship 40800 8252 OTHR 0000 0105000 Manpower & Training 0000843 July 15, 2000 Application of Engineering Solutions to Analysis of Functional and Morpohological Images Obtained with PET and MRI. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Szabo, Zsolt Johns Hopkins University MD Sonia Ortega Fellowship 49800 8252 OTHR 0000 0105000 Manpower & Training 0000858 August 15, 2000 NSF NATO Postdoctoral Fellowships. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Pires, Joseph C WI Sonia Ortega Fellowship 42800 8252 OTHR 0000 0105000 Manpower & Training 0001502 March 1, 2000 Evolution in Everyday Life: Theory, Evidence, and Social Influences. The ultimate goal of the project proposed here is the delivery of a biology curriculum directed towards students in their roles as laypersons. It will integrate domain content with a consideration of the social and personal issues that arise in the course of learning about evolution. Students will investigate empirical controversies that impact everyday life and related ethical dilemmas. They will learn to go beyond media accounts to determine what information they need to make a sound decision, how to collect this information, and how to use it to make decisions and communicate effectively. Assessments will allow us to examine basic cognitive and social processes that underlie their reasoning, as well as determine the practical effectiveness of the curriculum. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Brem, Sarah Arizona State University AZ Sonia Ortega Standard Grant 45672 7174 SMET 9179 0105000 Manpower & Training 0001789 May 1, 2000 New Strategies for Teaching Introductory Oceanography: A Collaborative and Interactive Approach. DGE-0001789 I am requesting the funds from this starter research grant to first complete the implementation of these course at all three institutions (FAMU, FSU, and TCC). Second, I want to evaluate and compare the effectiveness of this teaching style at each of these settings. Course assessment strategies will include self-evaluations. When selecting the evaluation (by mentors and colleagues), and student evaluations. When selecting the appropriate assessment tools for the student and peer evaluations I will rely heavily upon the advice of my colleagues in science education as well as my other PFSMETE Fellows that have expertise in this area. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Cherrier, Jennifer Florida Agricultural and Mechanical University FL Sonia Ortega Standard Grant 49321 7174 SMET 9179 0105000 Manpower & Training 0003022 June 1, 2000 Initial Astronomy Knowledge and Gender and Culture Affects for Introductory Astronomy Undergraduates. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Hufnagel, Beth Anne Arundel Community College MD Sonia Ortega Fellowship 49897 7174 SMET 9179 0003140 July 15, 2000 Graduate Research Fellowship. GRADUATE FELLOWSHIPS DGE EHR Hanson, Kristi L VA Earnestine Psalmonds Fellowship 28300 7172 SMET 9179 0003299 September 1, 2000 The Albert Einstein Distinguished Educator Fellowship Program. DGE-0003299 The Triangle Coalition for Science and Technology Education, through its Albert Einstein Distinguished Educator Fellow Program, provides school teachers with an opportunity to bring their knowledge and experience to appropriate branches of the federal government that impact the educational system of the United States. Einstein Fellows bring a wealth of information and experience concerning the teaching and learning of science and mathematics in K-12 schools. This proposal requests funding to support one Albert Einstein Fellow to work in the Division of Graduate Education. This Fellow's expertise would be benefical to the Graduate Teaching Fellows in K-12 (GK-12) program GRAD TEACHING FELLOWS IN K-12 DGE EHR White, J. Patrick Triangle Coalition for Science and Technology Education VA Sonia Ortega Standard Grant 168835 7179 SMET 9179 7179 0003713 August 15, 2000 Graduate Research Fellowship. GRADUATE FELLOWSHIPS DGE EHR Christopher, Calvin W VA Earnestine Psalmonds Fellowship 47357 7172 SMET 9179 0003714 October 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Boise State University ID Earnestine Psalmonds Fellowship 56800 7172 SMET 9179 0000099 Other Applications NEC 0003731 August 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Marriage, Tobias A VA Gisele T. Muller-Parker Fellowship 28300 7172 SMET 9179 0003732 August 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Shampine, Chad J VA Gisele T. Muller-Parker Fellowship 28300 7172 SMET 9179 0003733 August 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR williams, Lauren K VA Gisele T. Muller-Parker Fellowship 28300 7172 SMET 9179 0003734 August 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Yu, Angela J VA William J. Hahn Fellowship 88800 7172 SMET 9179 0000099 Other Applications NEC 0003735 August 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Cazares, Shelley M VA William J. Hahn Fellowship 88800 7172 SMET 9179 0000099 Other Applications NEC 0003736 August 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Soderberg, Alicia M VA Gisele T. Muller-Parker Fellowship 28300 7172 SMET 9179 0003738 August 15, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Colella, Whitney G VA Gisele T. Muller-Parker Fellowship 56800 7172 SMET 9179 0000099 Other Applications NEC 0003741 August 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Niehaus, Amanda C VA William J. Hahn Fellowship 70640 7172 SMET 9179 0000099 Other Applications NEC 0003742 August 15, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Skotheim, Jan M none William J. Hahn Fellowship 88800 7172 SMET 9179 0000099 Other Applications NEC 0003883 September 1, 2000 Web Science Curriculum Filter/Editor. DGE-0003883 The World Wide Web is increasingly becoming an integrated extension of users' computing environments, with content indexed and retrieved through Web browsers. Web browsers are increasingly being used as a science curriculum delivery mechanism, for both books delivered as local content on CD ROMs as well as server-based material. Traditional science curriculum has often had a static presentation due to having been delivered on printed media. What was printed ahead of time in books or handouts could not be changed. Any changes would have to be attached externally by way of extra handouts or explanations on the board. The Web gives us the technological affordances to change that. In this work we propose implementing an architecture that allows an instructor to modify curriculum as it is presented through a web browser. This would allow a teacher to customize web-based curriculum to fit a particular need. For example: A list of materials could be substituted with a different list Additional examples personalized to the students' context could be that Extra notes and explanations could be added where necessary Cross-reference and supplementary bibliographic information could be added. The original page would remain unchanged, with just the users' view of it that would change. A working prototype of this approach has already been implemented through the support in part of PFSMETE funding. Additional work is needed to turn it into a tool that is enough to be disseminated. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Reed, Dale University of Illinois at Chicago IL Sonia Ortega Standard Grant 50000 7174 SMET 9179 0105000 Manpower & Training 0003996 January 1, 2001 PFSMETE Program: Behavioral Husbandry and Research Program, Brookfield Zoo. The Behavioral Husbandry and Research Program (BHRP) at Brookfield Zoo is currently being redeveloping. The purpose of the BHRP is to incorporate behavioral observation, behavioral enrichment, and operant conditioning training into all aspects of captive management. This will require extensive training of staff and a more rigorous, systematic appproach to behavioral observation than has recently been required at the zoo. My responsibilities revolve primarliy around developing and maintaining a zoo-wide observational research program, with several goals: (1) Institute a zoo-wide program of routine behavioral monitoring of all animals in the zoo's collection; (2) Develop training and education programs for volunteers, staff and students to enable them to participate in, or initiate, research studies; (3) Initiate long-term research on the development of reproductive and parental behavior in captive animals, and the possible effects of physical and social environments on these life history traits. This proposal requests funding to initiate the primary components of the BHRP, including staff, student, and volunteer training, establishment of data collection and analysis protocols, and development of the technological infrastructure necessary to make the program a success. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Margulis, Susan Chicago Zoological Society IL Sonia Ortega Standard Grant 49970 7174 SMET 9179 0105000 Manpower & Training 0004057 August 15, 2000 PFSMETE Program: Inquiry-Based Learning in the Environmental Sciences. DGE-00-04057 This project represents the continuation of the activities, I began as a PFSMETE Fellow at Northwestern University. The project has three components: 1) continued curricular materials development, testing, and refinement for geography and environmental science education; 2) developing new tools and materials to facilitate hands-on, inquiry-based learning in the geosciences; and to promote and facilitate the pedagogical use of computer-based geographic visualization and analysis tools at the undergraduate level. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Griffin, Duane Bucknell University PA Sonia Ortega Fellowship 50000 7174 SMET 9179 0105000 Manpower & Training 0004121 August 15, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR West, Joshua VA William J. Hahn Fellowship 81927 7172 SMET 9179 0000099 Other Applications NEC 0004122 August 15, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Stephenson, Robert L VA Earnestine Psalmonds Fellowship 28300 7172 SMET 9179 0004139 October 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR University of Alaska Fairbanks Campus AK Earnestine Psalmonds Fellowship 247300 7172 SMET 9179 0000099 Other Applications NEC 0004141 September 15, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR University of Central Florida FL Earnestine Psalmonds Fellowship 276800 7172 SMET 9179 0000099 Other Applications NEC 0004142 September 15, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Lehigh University PA Earnestine Psalmonds Fellowship 276800 7172 SMET 9179 0000099 Other Applications NEC 0004144 September 15, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Michigan Technological University MI Earnestine Psalmonds Fellowship 275211 7172 SMET 9179 0000099 Other Applications NEC 0004145 September 15, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Mississippi State University MS Earnestine Psalmonds Fellowship 250600 7172 SMET 9179 0000099 Other Applications NEC 0004146 October 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR University of Puerto Rico-Rio Piedras PR Earnestine Psalmonds Fellowship 192933 7172 SMET 9179 0000099 Other Applications NEC 0004147 September 15, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Southern Methodist University TX Earnestine Psalmonds Fellowship 695508 7172 SMET 9179 9178 0000099 Other Applications NEC 0004148 October 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Texas Tech University TX Earnestine Psalmonds Fellowship 97300 7172 SMET 9179 0000099 Other Applications NEC 0004167 August 15, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR University of Iowa IA Earnestine Psalmonds Fellowship 666450 7172 SMET 9179 0000099 Other Applications NEC 0004189 August 15, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS HUMAN RESOURCES DEVELOPMENT DGE EHR Montana State University MT Earnestine Psalmonds Fellowship 292100 7172 1360 SMET 9179 0000099 Other Applications NEC 0004241 August 15, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Florida International University FL Earnestine Psalmonds Fellowship 288229 7172 SMET 9179 0000099 Other Applications NEC 0004260 September 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR University of Texas at El Paso TX Earnestine Psalmonds Fellowship 27300 7172 SMET 9179 0004268 September 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Pennsylvania State Univ University Park PA Earnestine Psalmonds Fellowship 188800 7172 SMET 9179 0000099 Other Applications NEC 0004269 September 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Florida Atlantic University FL Earnestine Psalmonds Fellowship 27300 7172 SMET 9179 0004270 September 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Furman University SC Earnestine Psalmonds Fellowship 27300 7172 SMET 9179 0004271 September 1, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Marquette University WI Earnestine Psalmonds Fellowship 137800 7172 SMET 9179 0000099 Other Applications NEC 0004426 September 15, 2000 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR DeDeo, Simon J VA Gisele T. Muller-Parker Fellowship 24100 7172 SMET 9179 0000099 Other Applications NEC 0040863 February 15, 2000 NSF-PFSMETE. POSTDOC FELLOW IN SCI, MATH EN EAST ASIA AND PACIFIC PROGRAM DGE EHR Christie, Patrick Fellowships VA Sonia Ortega Fellowship 0 7174 5978 SMET OTHR 9179 0000 0105000 Manpower & Training 0043275 September 1, 2000 NSF PFSMETE. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Straumanis, Andrei Straumanis, Andrei R MD Sonia Ortega Fellowship 51000 7174 SMET 9179 0105000 Manpower & Training 0049094 October 1, 2000 Biological Physics of Matrix Assembly During Embryonic Development. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Little, Charles University of Kansas Medical Center KS Sonia Ortega Fellowship 37200 8252 OTHR 0000 0105000 Manpower & Training 0072944 October 1, 2000 Molecular and Phenotypic Evolution of Stress Resistance. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Feder, Martin University of Chicago IL Sonia Ortega Fellowship 42600 8252 OTHR 0000 0105000 Manpower & Training 0074199 June 15, 2000 Genetic Determination of Mouse Profilin I Function. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Sutherland, James Sutherland, James D NA Sonia Ortega Fellowship 36650 8252 OTHR 0000 0105000 Manpower & Training 0074212 September 1, 2000 Ligand Effects on Kinetic and Thermodynamic Stabilities of Late Transition Metal Oxidation States. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Williams, Burke Williams, Burke S WA Sonia Ortega Fellowship 37900 8252 OTHR 0000 0105000 Manpower & Training 0074228 September 15, 2000 Gas Dynamics and Star Formation within Dark Matter Halos. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Gardner, Jeffrey Gardner, Jeffrey P WA Sonia Ortega Fellowship 37900 8252 OTHR 0000 0105000 Manpower & Training 0075177 September 1, 2000 Leaf Litter Breakdown and Microbial Interactions in Freshwater Ecosystems. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Suberkropp, Keller University of Alabama Tuscaloosa AL Sonia Ortega Fellowship 46200 8252 OTHR 0000 0105000 Manpower & Training 0075178 July 15, 2000 Tailoring Carbon Nanotube Growth Using Nanoparticle Catalyst. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Ajayan, Pulickel Rensselaer Polytechnic Institute NY Sonia Ortega Fellowship 46200 8252 OTHR 0000 0075179 October 1, 2000 Biological Physics of Matrix Assembly During Embryonic Development. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Little, Charles Medical University of South Carolina SC Sonia Ortega Fellowship 37200 8252 OTHR 0000 0105000 Manpower & Training 0075186 September 15, 2000 Quantitative Investigation of Attention. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Niebur, Ernst Johns Hopkins University MD Sonia Ortega Fellowship 46200 8252 OTHR 0000 0105000 Manpower & Training 0075187 June 1, 2000 Characterization of Methylation Guide snoRNPs. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Steitz, Joan Yale University CT Sonia Ortega Fellowship 49800 8252 OTHR 0000 0075188 July 15, 2000 Use of Monte Carlo Transport in Tomotherapy. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Mackie, Thomas University of Wisconsin-Madison WI Sonia Ortega Fellowship 42600 8252 OTHR 0000 0105000 Manpower & Training 0075191 September 1, 2000 Solitons in Two Dimensional Electron Gases. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Mullen, Kieran University of Oklahoma Norman Campus OK Sonia Ortega Fellowship 46200 8252 OTHR 0000 0105000 Manpower & Training 0075193 June 1, 2000 Cloud Properties Study Using Satellite Remote Sensing. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Davies, Roger University of Arizona AZ Sonia Ortega Fellowship 37200 8252 OTHR 0000 0105000 Manpower & Training 0086280 March 1, 2001 GK-12 Program in Mathematics at the University of Washington. This project leverages several K-12 outreach programs at the University of Washington to help increase the subject-matter understanding of precollege mathematics teachers and their students while increasing the Fellows' understanding of teaching and learning. The College of Arts and Sciences, as home of the departments that teach mathematics and the sciences, has a long history of preservice and inservice teacher preparation. The proposal seeks to place 12 graduate students (recruited university wide) as GK-12 Fellows in local elementary and junior high mathematics classes. The project will involve a coordinated program of selection, initial preparation, in-depth preparation, on-going mentoring and assessment. Feasibility has been demonstrated by a two-year pilot project supported by the UW President's Fund and NSF. Fellows will receive initial preparation in instructional methods of inquiry based mathematics by Lillian McDermott and the Physics Education group followed by Developing Mathematical Ideas session to analyze student thinking given by the Expanding a Community of Mathematics Learners local systemic change project. This GK-12 projects extends partnerships with local school districts already involved in systemic change efforts and strengthens on-going attempts to help teachers implement curricula that meet state and national standards. GRAD TEACHING FELLOWS IN K-12 MSP-OTHER AWARDS RESEARCH ON LEARNING & EDUCATI DGE EHR Adams, Loyce Ramesh Gangolli Lillian McDermott Virginia Warfield University of Washington WA Sonia Ortega Continuing grant 1913202 7179 1793 1666 SMET 9179 9178 7179 0000099 Other Applications NEC 0086320 April 15, 2001 GK-12 Fellows: Virginia Consortium Interdisciplinary Program. A total of 24 outstanding middle school teachers will be recruited to be students in an Interdisciplinary Science program of Virginia Commonwealth University and the University of Virginia and to serve as Graduate Teaching Fellows. Each Graduate Fellow will: Complete an M.S. in Interdisciplinary Studies of an M.S. program in physics, mathematical sciences or chemistry. The Interdisciplinary Science program included graduate course work in at least two disciplines, two interdisciplinary science courses and a final thesis. Receive training for in-school activities through the mathematics and Science Center of the Richmond area schools Provide enriched science and mathematics disciplinary content for current middle-school teachers working with them in a training institute and offering in their classrooms model lessons for students. After serving as Fellows, they may become members of the Clinical Faculty at Virginia Commonwealth University or the University of Virginia, continuing to link the schools and the college teacher preparation programs. This award is co-supported by the Office of Multidisciplinary Activities in the Directorate for Mathematical and Physical Sciences. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Haver, William Reuben Farley Stephen Thornton Loren Pitt Julia Cothron Virginia Commonwealth University VA Sonia Ortega Continuing grant 1661167 7179 1253 SMET 9179 9178 7179 0000099 Other Applications NEC 0086335 July 1, 2001 Teaching Fellows in K-12 Education. This project allows for the continuing collaboration of Southwest Missouri State University (SMSU) with Springfield Public Schools (SPS) in a nationally recognized manner. The plan includes the involvement of twelve GK-12 Fellows (four graduate students and eight senior undergraduate students) for year one of the project and 16 GK-12 Fellows (eight graduate students and eight senior students) for years two and three of the project. Initial training of the GK-12 Fellows will include a two-week session prior to the beginning of the academic year. Training will continue through the academic year with weekly follow-up meetings led by two SMSU faculty members. Goals and objectives of this program have been developed in collaboration with SPS. Four SPS Middle Schools will be targeted in this project based on a recent study conducted by a School Board appointed task force on the dropout problem in Springfield. These four middle schools feed into high schools with the largest dropout rates. GK-12 Fellows will work with SMSU faculty and middle school teachers to make a significant positive impact on student-teacher contact and student learning in selected middle schools within the SPS system. GRAD TEACHING FELLOWS IN K-12 DGE EHR Jahnke, Tamera Georgianna Saunders Missouri State University MO Sonia Ortega Continuing grant 1104362 7179 SMET 9179 9178 7179 0000099 Other Applications NEC 0086341 March 15, 2001 A Maine ScienceCorps Promoting Excellence and Equity in High School Biological Science Education. A Maine ScienceCorps Promoting Excellence and Equity in Ifigh School Biological Science Education In partnership with high school biology teachers, a "ScienceCorps" of University of Southern Maine (USM) immunology and molecular biology graduate student fellows will bring laboratory and inquiry-based activities into underserved Maine classrooms while adding a focus upon inquiry methods of learning and teaching to their graduate curriculum. Students in chronically underfunded rural schools typically have inadequate access to laboratory facilities and the scientific world beyond the classroom. ScienceCorps extends the twenty-two year partnership of USM and the Foundation for Blood Research in enrichment of high school biological sciences education through programs of inquiry-based learning activities and laboratory experiences for students and teachers. ScienceWorksfor ME, an ongoing program providing summer institutes for teachers and students and hosting visiting high school bioloav classes for laboratory-based activities, provides the framework for much of the training that graduate fellows will need to serve effectively in high school biology classrooms. ScienceCorps teams, each consisting of two graduate fellows, will take activities developed and tested through ScienceWorks into rural high school classrooms across the state and will also work with skilled high school teachers in developing new activities that will facilitate these teachers'efforts to meet state and national science education standards. 0086341 GRAD TEACHING FELLOWS IN K-12 DGE EHR Duboise, Samuel Ah-Kau Ng Paula Haddow Stephen Pelsue Walter Allan University of Southern Maine ME Sonia Ortega Continuing grant 909170 7179 SMET 9179 9178 7179 0000099 Other Applications NEC 0086354 March 1, 2001 GK-12 Graduate Fellows for Science and Math Education. This program will train and support graduate students in science and mathematics to provide resources for middle and high school students and teachers. Fellows will participate in workshops that focus on interdisciplinary science and math curriculum and effective teaching. University faculty and K-12 teachers will provide a background in inquiry-based techniques and activities, emphasizing national and state learning standards. Fellows and teachers will form school-based teams that will formally assess the science, mathematics, and technology needs at each site. They will collaborate to compile and present curriculum enhancement mini-units, emphasizing inquiry-based activities. The fellows will also adapt the computer technology available at school sites to the needs of specific classrooms. Fellows will provide science resources for students through e-mail communication, an 'Ask-a-Scientist' network, Saturday Science workshops, and collaboration with the Children's Discovery Museum of Central Illinois. University faculty, fellows, and staff members of the Center for Mathematics and Science Education will plan and present professional development programs for classroom teachers. The project will address issues of scientific literacy, equity, and attitudes toward science and math among middle and high school students. It will integrate research and teaching, as well as enhance teaching and curriculum selection/development skills for all participants through collaboration. GRAD TEACHING FELLOWS IN K-12 DGE EHR Moore, Cynthia Carol Thornton William Hunter Jenny Grogg Illinois State University IL Sonia Ortega Continuing grant 1500060 7179 SMET 9179 9178 7179 0000099 Other Applications NEC 0086358 June 1, 2001 GK-12: Project FULCRUM - Building Partnerships. PROJECT FULCRUM: BUILDING STUDENT-SCIENTIST- TEACHER PARTNERSHIPS - Give me a long enough lever and a place to stand and I can move the Earth - Project FULCRUM is a teacher-scientist-teacher educator collaboration that will place graduate and undergraduate science students from the University of Nebraska in grades 4 - 8 in the Lincoln Public Schools to form partnerships with teachers. The goals of this collaboration are: 1) Enhance 4'h _ 8,h grade students' opportunities to team science by increasing access to inquiry-driven experiences in content areas that satisfy national and state science standards; 2) Assist teachers in feeling more comfortable and knowledgeable about teaching science; 3) Provide students with diverse role models by involving women and other underrepresented groups at all levels; 4) Improve student attitudes regarding their involvement in and future study of science; 5) Help GK-12 fellows improve pedagogical, communication and teamwork skills, thus enhancing future employment opportunities; 6) Assess the short- and long-term impacts of the program on the elementary and middle schools, the teachers at those schools and the GK- 12 fellows; 7) Strengthen the UNTL - LPS partnership by establishing an infrastructure that facilitates interactions between teachers, teacher educators and scientists; and, 8) Piomote long-term cooperation between scientists and teacher educators at UNL to stimulate additional joint activities impacting. K- 12 education. Project'FULCRUM is based on school-centered teams that include a graduate and an undergraduate GK-12 fellow, a lead teacher, other classroom teachers, faculty scientists and pre-service teachers. GK-12 fellows will form partnerships with teachers at their school to increase the inquiry component of existing activities and to develop new activities that introduce the students to science content, and to the relationship of science to people and society. Fellows will attend a summer institute to introduce them to inquiry learning. Seminars throughout the school year will help them understand their role in the classroom. The lead teacher will mentor the fellow and assist the Pls in gathering and evaluating. data from their schools. Pre-service teachers will share a common methods course and will discuss experiences from the program as part of their course. Internal and external assessments will monitor whether the program is meeting the needs of the students. 0086358 EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 DGE EHR Leslie-Pelecky, Diandra Roger Kirby Patrick Dussault Suzanne Kirby Gayle Buck University of Nebraska-Lincoln NE Sonia Ortega Continuing grant 1572817 9150 7179 SMET 9179 9178 9150 7179 0000099 Other Applications NEC 0086375 September 15, 2001 Graduate Teaching Fellows in Elementary School Education. The teaching fellows (graduate and senior undergraduates in biology, earth sciences, physics andastronomy) will be trained in a summer institute, and then paired with grades 3-6 teachers. Inconsultation with Binghamton University faculty, the pairs will develop the "research lessons", test them during the academic year in grades 3-6 classrooms and continue to refine them. Each66research lesson" is a series of lessons based on the 5E Teaching Cycle and with an emphasis on identifying and challenging misconceptions of students in grades 3-6. The "research lessons" willprovide models for addressing the new curricula programs of New York State and BinghamtonCity Schools, the chosen school district. The "research lessons" will make use of a wide varietyof excellent educational materials, and so what the lessons will do is provide conceptually linked and carefully sequenced lessons that specifically address the students' misconceptions. A prioritywill be to develop the habits and skills of scientific inquiry through demonstrations and hands-on activities. An important outcome is that both the teaching fellows and the teachers will learn howto develop, assess and refine "research lessons" that target science content, habits and skills instudents. GRAD TEACHING FELLOWS IN K-12 DGE EHR Stamp, Nancy Eric Cotts Jeffrey Barker Thomas O'Brien SUNY at Binghamton NY Sonia Ortega Continuing grant 1363236 7179 SMET 9179 9178 7179 0000099 Other Applications NEC 0086378 April 1, 2001 GK-12 Formal Proposal. Project Summary- We describe an educational partnership between The University of Akron, the Cuyahoga Valley Environmental Education Center, Bath Township Elementary School, and Akron Public School District that builds an educational community covering K-graduate work in Life Sciences. Each partner will provide expertise in training GK- 12 fellows in research, teacher training, and curriculum and pedagogy development. Impact of our project will stretch well beyond a single school district, to train teachers that come into contact annually with more than 15,000 K- 12 students in over 20 school districts in NE Ohio. A compelling feature of our project is the integration of GK- 12 graduate research projects into content modules that will serve as the organizing theme for teacher professional development and curricular enhancement. Our model moves well beyond the central goal of using GK- 1 2 Fellows as K- 12 content resources. Our approach allows faculty and GK- 12 fellows to integrate their research and teaching goals (an NSF priority) and to provide curricular content that is immediately and directly relevant to the K- 12 institutions. Because each of these partners already cooperate in educational activities, building the comprehensive partnership we describe will benefit from well established lines of communication. Furthermore, extending the existing solid foundation promises that the educational community we seek will have longevity well beyond the granting cycle. 0086378 GRAD TEACHING FELLOWS IN K-12 DGE EHR Niewiarowski, Peter Kathleen Sparrow Deborah Yandala Qetler Jensrud University of Akron OH Sonia Ortega Continuing grant 1439324 7179 SMET 9179 9178 7179 0000099 Other Applications NEC 0086387 April 1, 2001 GK-12 Environment, Materials Science, and Information Technology Themes in Eighth, Ninth and Tenth Grades. We propose a collaboration between Harvard and the Cambridge Public Schools to help public school students learn science and technology. Cambridge teachers follow a curriculum which meets standards of the Massachusetts Comprehensive Assessment System (MCAS) and prepares students for state-wide examinations. Our plan is based on teams, each consisting of one faculty member, three GK-12 Fellows, and three Cambridge teachers. Each team will choose a topic from one of three areas: the environment, materials science, and information technology. During the first half year the team will meet weekly to introduce Cambridge teachers to research at Harvard and to discuss how to involve students in investigations related to the Cambridge curriculum and MCAS standards. In the second half year, GK- 12 Fellows will move to the Cambridge Public Schools to help teachers and students in discussions and student projects. A workshop will be held at the end of the year in which Cambridge students present their results to an audience of students and parents. We will start with eighth grade students and move to the ninth and tenth grades in following years. These activities will help Cambridge students learn science and technology and help GK- 12 Fellows become more involved in public education. This award is co-supported by the Office of Multidisciplinary Activities in the Directorate for Mathematical and Physical Sciences. GRAD TEACHING FELLOWS IN K-12 WORKFORCE OFFICE OF MULTIDISCIPLINARY AC DGE EHR Hutchinson, John Philip Sadler Robert Westervelt Eric Mazur Ana Barros Harvard University MA Sonia Ortega Continuing grant 1365500 7179 1713 1253 SMET 9179 9178 7179 0000099 Other Applications NEC 0086390 March 1, 2001 GK-12 Formal Proposal - Integrating New Media Technologies into Teacher Development. Through the unique partnering of Engineering and Education Graduate Fellows, Columbia University's School of Engineering and Applied Science, Teachers College, Barnard College, and New York City School Districts will create a comprehensive model of teacher recruitment and education that is a significant departure from traditional pre-service and in-service teacher training programs. The long-term objective of this program is to create a sustainable teacher-training model that significantly infuses technology- competent teachers into urban school systems. The proposed fellowship project has as its major goal to develop a unique pre-service and in-service teaching model that has the following program elements: o the creation of an innovative, interdisciplinary education program that seamlessly integrates new educational technologies into their curriculum and capitalizes on a large pool of technology-savvy undergraduate and graduate engineering, science, math, and education students; o the collaboration of Columbia University's Fu Foundation School of Engineering and Applied Science (SEAS), Barnard College, and Teachers College (TC) with Community School Districts and High Schools in Harlem to share institutional resources, experience and expertise; o the organization of parallel college and secondary school technology environments for the training of teachers in academic and real world school settings; o the development and organization of curriculum modules in the sciences and mathematics that enable the full use of computer technology and the Internet to foster learning through self-directed study and group project applications; and o the demonstration and assessment of the impact a technology-integrated learning environment has on secondary students' science and math knowledge and skills. The project's concept is to build the infrastructure and formal mechanisms required to develop the technology and pedagogical skills of graduate and undergraduate engineering, science, and math students to prepare them for careers in urban secondary schools systems. Engineering and Education Graduate Fellows, as partners, will be responsible for the creation of educational technology laboratories located at Columbia and School District #5, the development of technology-enhanced curriculum modules in support of secondary school student learning in science and math, direct mentoring of secondary school students, and the supervision of undergraduate teaching students during a junior year technology-focused field experience. Throughout the project, the fellows will participate in a series of special workshops and mentoring experiences to support the development of their teaching knowledge and skills. GRAD TEACHING FELLOWS IN K-12 DGE EHR McGourty, Jack Columbia University NY Sonia Ortega Continuing grant 1538272 7179 SMET 9179 9178 7179 0000099 Other Applications NEC 0086392 March 15, 2001 GK-12: The Bio-Bus Pilot Project. For the past year, Georgia State University has successfu 'Ily operated the Bio-Bus, a 3 0-foot mobile instructional laboratory that serves Georgia's K- 1 2 school systems. In partnership with six Georgia School systems (Bremen City, Carrollton City, Carroll County, Decatur City, Haralson County, and Paulding County), the University proposes to inaugurate the GKI2 Bio-Bus Pilot Project, an extension of the main Bio-Bus program that provides additional preparation and reinforcement learning experiences not currently available to Bio-Bus participants. For the Pilot Project, science graduate students and advanced undergraduates chosen as GK12 Fellows will present a selection of learning modules to novice learners in their partner districts that incorporate scientific inquiry, hands-on investigation, and student-directed learning. Though centered around a biological theme, each learning module will take a multidisciplinary approach, presenting fundamental physical, chemical and geological concepts in a biological context. Summer workshops in biotechnology will be provided for in-service teachers and their GKI2 Fellow partners. Teachers who complete the summer workshop will qualify for the Bio-Bus Lending Lab,. which provides free equipment and supplies for a week's worth of biotechnology experiments during the school year. 0086392 GRAD TEACHING FELLOWS IN K-12 ECOLOGICAL & EVOLUTIONARY PHYS DGE EHR Baumstark, Barbara G. Davon Kennedy Georgia State University Research Foundation, Inc. GA Sonia Ortega Continuing grant 1387565 7179 1148 SMET 9179 9178 7179 0000099 Other Applications NEC 0086396 March 1, 2001 GK-12 Formal Proposal. The purpose of this project is to place undergraduate and graduate students from science and engineering at UMCP as teaching Fellows in area middle and high schools to enhance and extend the science and mathematics curriculum. The conceptual and pedagogical focus of this project is to develop a program in which Fellows and teachers work together to integrate learning practices into classroom based activities. The Fellows will be drawn from the departments of chemistry, physics, materials science and engineering. They will enhance the curriculum in collaboration with K-12 teachers to develop classroom hands-on, inquiry-based activities that will supplement the curriculum content, by integrating programs that connect classroom learning to science and technology beyond the classroom. The Fellows will also act as liaisons between teachers and university based resources. Through training and direct involvement in K-12 schools, Fellows will become knowledgeable in education outreach, and will in turn become a resource to the University. It is expected that the GK- 12 Fellows will develop a broader sense of their professional options, a stronger grounding in science and engineering education, and a sense of the educational relationships between the university and the community. This award is co-supported by the Office of Multidisciplinary Activities in the Directorate for Mathematical and Physical Sciences. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Williams, Ellen Luz Martinez-Miranda Donna Hammer University of Maryland College Park MD Sonia Ortega Continuing grant 1031086 7179 1253 SMET 9179 9178 7179 0000099 Other Applications NEC 0086397 March 1, 2001 GK-12 at Baylor College of Medicine. Baylor College of Medicine (tCM) and the Houston Independent School District (HISD), propose to partner BCM graduate student scientists and HISD biology teachers to improve teaching and learning in biology, while providing opportunities for graduate students to improve their teaching-related skills. The project will create guided, goal-oriented partnerships between BCM graduate students and 15 selected HISD teachers, provide new professional development for all 96 HISD life sciences high school teachers and produce science, mathematics, engineering and technology career awareness events for all HISD secondary students. A Biosciences Learning Center will be established at an HISD school to support project activities as an in-kind contribution. BCM graduate student scientists will have opportunities to improve their own teaching skills, their knowledge of K-12 education and their abilities to communicate science information to novice audiences. Project evaluation will investigate changes in graduate students' personal science teaching paradigms and beliefs, to development of graduate students' teaching and communications skills, to changes in science teachers' content knowledge and to changes in student science learning and achievement. Each year, proposed activities will impact more than 400 biology students annually through graduate student/teacher partnerships, and all 8,000 students enrolled in biology classes through teacher professional development. GRAD TEACHING FELLOWS IN K-12 DGE EHR Moreno, Nancy Scott Basinger Barbara Tharp Baylor College of Medicine TX Sonia Ortega Continuing grant 734815 7179 SMET 9179 9178 7179 0000099 Other Applications NEC 0086400 March 1, 2001 Graduate and Undergraduate Students Enhancing Science and Technology in K-12 Schools (GUEST K-12). Various K-12 educational programs have been developed by University of Puerto Rico, Mayaguez Campus, which coherently couple motivation, orientation, training, and follow-up activities of K-12 teachers and students with undergraduate, graduate, and university professors. Among them are the programs enclosed in the Earth Science Initiative: Science on Wheels, GLOBE (Global Learning and Observations to Benefit the Environment), SCBL (Sensors and Calculator-Based Laboratory) and the Geology Outreach. University graduate and undergraduate students are already a significant part of the training activities resulting in a favorable model for the development and motivation of future science and engineering professionals and pre-college teachers. Therefore, the GUEST K-12 (Graduate and Undergraduate Students Enhancing Science and Technology in K-12 Schools) program proposes to coordinate and reinforce the partnership between the university and K-12 schools by funding highly qualified undergraduate (four) and graduate (sixteen) students to serve as resources in the pre-college classroom. This initiative will be coupled to existing K-12 outreach programs and will benefit more than three hundred teachers and over ten thousand students. The GUEST K-12 program will transform precollege teachers into science and technology proficient educators while fellows will improve communication and teaching-related skills. This award is co-supported by the Office of Multidisciplinary Activities in the Directorate for Mathematical and Physical Sciences. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Lopez-Garriga, Juan Nelson Cardona-Martinez Jose Cortes-Figueroa Dalas Alston Hernan Santos University of Puerto Rico Mayaguez PR Sonia Ortega Continuing grant 1721956 9150 7179 1253 SMET 9179 9178 9150 7179 0000099 Other Applications NEC 0086415 March 1, 2001 GK-12 Formal Proposal: Science and Technology Enhance Authentic Learning in The High Schools - Project STEALTH. Project STEALTH involves thirteen graduate and twelve advanced undergraduate Fellows, twelve secondary science and mathematics teachers (from two high schools and two middle schools located in Oklahoma City and Del City), and seven OU faculty (from the School of Civil Engineering and Environmental Science, School of Industrial Engineering, Department of Educational Leadership and Policy Studies, and the Oklahoma Networks for Excellence in Education), who will work in teams developing, designing, implementing, and assessing authentic learning, inquiry-based activities for secondary science and mathematics students. These activities will be incorporated into lessons, demonstrations, laboratory exercises, individual and group projects, and field experiences in order to: 1) emphasize authentic and community-based experiences; 2)encourage creative problem-solving skills; 3) develop interest in life-long learning; and 4) prepare secondary students for advanced education. Activity themes will focus on environmental science and engineering, new materials and their use, and civil infrastructures. Activities will be designed to fit the teachers and students' needs based on curriculum requirements, course content, students' abilities and interests, and available resources. Fellows will be prepared to create and implement these activities through a new course presenting: 1) educational theory, concepts, and assessment congruent with authentic learning; 2) the design, implementation, and assessment of hands-on, inquiry-based activities in secondary science and mathematics curricula; and 3)appropriate teaching practices and methods for secondary students, as well as local, state, and national curricula standards. The program's effectiveness on the Fellows' teaching skills, as well as its effect on secondary science and mathematics education will be quantitatively assessed and used to continually improve the program. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 DGE EHR Nanny, Mark Teri Reed-Rhoads Mary John O'Hair University of Oklahoma Norman Campus OK Sonia Ortega Continuing grant 1613510 9150 7179 SMET 9179 9178 9150 7179 0000099 Other Applications NEC 0086420 March 15, 2001 Georgia Tech Student and Teacher Enhancement Partnership (STEP) Program. The Georgia Tech Student and Teacher Enhancement Partnership (STEP) Program partners Graduate Fellows from the Colleges of Sciences, Engineering and Computing with metro-Atlanta area high school SMET teams that are led by master science or mathematics teacher-coordinators. The program seeks to improve the teaching-related communication, and leadership skills of Georgia Tech graduate students, and to use the exceptional scholarly expertise available at Georgia Tech to assist in increasing the mathematics and science performance of Atlanta-area school students. STEP Fellows will participate in summer training workshops to familiarize them with inquiry-based learning pedagogy, classroom management and effective teaching skills, and appropriate uses of educational technologies. They will also work with high school personnel to develop a needs assessment and action plan for the school. During the school year they will work in pairs with their partner school, choosing activities from a menu of options that includes: 1) Student instruction, 2) Teacher professional development, 3) Student enrichment and mentoring, 4) Implementation of classroom websites, 5) Science fair project assistance, and 6) Georgia Tech lab tours. The program will be open, by competitive application, to all of the nearly 3,000 graduate students in the Georgia Tech Colleges of Engineering, Sciences, and Computing. GRAD TEACHING FELLOWS IN K-12 CROSS-DIRECTORATE ACTIV PROGR DGE EHR Llewellyn, Donna Marion Usselman GA Tech Research Corporation - GA Institute of Technology GA Sonia Ortega Continuing grant 1807736 7179 1397 SMET 9179 9178 9150 7179 0000099 Other Applications NEC 0086426 April 1, 2001 Clemson University GK-12 Project. The goal of the Clemson University GK-12 Project is to improve student performance and the teaching of mathematics and science in the middle grades in Title I and "impaired" schools in the school districts of Anderson and Pickens county through the use of inquiry based learning exemplifying a standards-based approach. Benefits are to improve the perception of K-12 mathematics and science education among professional graduate scientists and mathematicians in academe and industry, to increase knowledgeable participation and support by scientists and mathematicians of K-12 education; to improve the perception of collegiate education and the professorate among professional K-12 teachers and administrators, and to improve the teaching skills of graduate students in mathematics and science disciplines through practice and training in the inquiry method with practice in the K-12 arena. Benefits to the teachers include a stipend, content resource support, graduate credit, improved laboratory equipment and manipulatives, and role models for their students. The University will benefit through closer ties with the local schools. The Fellows will have improved presentation skills through mentoring from the teachers. Graduate students in Biological Sciences, Computer Science, Geological Sciences, Mathematical Sciences, and Physics will undergo in-depth training in teaching methods, familiarization with South Carolina frameworks and performance standards, a series of seminars with their mentoring teacher to develop demonstration lessons and ways in which the Fellows will provide content resources for NSF sponsored exemplary curricula, several of which have been developed at Clemson University. Fellows will team with mentoring teachers to provide professional development to colleagues in their schools. GRAD TEACHING FELLOWS IN K-12 EAST ASIA AND PACIFIC PROGRAM CROSS-DIRECTORATE ACTIV PROGR DGE EHR Luedeman, John William Leonard John Wagner Robert Horton Clemson University Research Foundation SC Sonia Ortega Continuing grant 1712955 7179 5978 1397 SMET 9179 9178 7179 5927 5251 0000099 Other Applications NEC 0086427 March 1, 2001 GK-12 Engineering Fellowships to Enhance Science Education in South Carolina Schools. K-12 schools in South Carolina are implementing new state science standards. As a result, many teachers must obtain significantly new content knowledge while developing new curricula and lesson plans. This project supports ten graduate students majoring in mechanical, chemical, electrical, computer, civil and environmental engineering to work with grades 3-9 science teachers and their students. Project planning involving school district personnel has identified a number of connections between the content knowledge of these engineering students and the new science standards for these grades. The graduate fellows will help teachers adopt, adapt and develop curriculum and instructional materials that use engineering examples, experiments and inquiry and design problems. Each fellow will become an expert in one or more area of the standards, and will work with several teachers and schools throughout their tenure. This plan effectively integrates the fellows' teaching activities with their graduate education and research experiences. In addition to the service learning activities proposed, the fellows will receive formal instruction on teaching principles, cognitive processes and learning styles through a field-based course developed by the College of Education. A series of summer workshops involving the fellows and participating teachers is also proposed. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Lyons, Jed Christine Ebert University of South Carolina at Columbia SC Sonia Ortega Continuing grant 1329692 9150 7179 1360 SMET 9179 9178 9150 7218 7179 0000099 Other Applications NEC 0086443 June 1, 2001 (GK-12) Graduate Teaching Fellows: Human Impact Along the Front Range of Colorado. The University of Northern Colorado, Colorado State University, Weld County School District 6, and the Poudre RI school district propose a collaborative to support fellows in SMET disciplines and discipline-based education. Our teaching and research themes focus on Human impacts on land use and ecosystem structure andfunction along the Front Range of Nortitern Colorado. Objectives and Activities: Form Teaching-Research Teams - of teachers, fellows, and researchers that will interact throughout the year, for up to 3 years. Conduct Teaching and Research Strategy Workshops - to familiarize teachers, researchers and fellows ,%ith each others culture. Conduct Grant Writing Workshops - for the teachers and fellows for professional development and sustainability. Develop Schoolyard Research Plots - based on the research experience. Teachers and fellows will establish schoolyard plots. Apply,4ge-,4ppropriate, Standards-Based Modules - will be developed to link the research to the classroom. Benefits include: Fellows: I)GuidefellowstoincludeK-12outreachasacareergoal,2)lmprovedcommunication- teaching-related skills, 3) Financial stability, and 4) bnprove grantsmanship. K-12 Teachers: 1) Connect with the research community, 2) Professional development (travel, credit, stipends), 3) Improve classroom resources (supplies, equipment technology), 4) Schoolyard sites, and 5) Provide additional classroom help via the fellows. GRAD TEACHING FELLOWS IN K-12 ECOLOGICAL & EVOLUTIONARY PHYS DGE EHR Moore, John David Swift William Blubaugh Robert Mayes William Hoyt University of Northern Colorado CO Sonia Ortega Continuing grant 1534066 7179 1148 SMET 9179 9178 7179 0000099 Other Applications NEC 0086445 March 1, 2001 Graduate Student-University-School Collaborative for Science, Mathematics, Engineering and Technology. The NDSU Graduate Student-University-School (GraSUS) Collaborative for Science, Mathematics, Engineering and Technology is a project in which graduate and advanced undergraduate students (fellows)will work with science and mathematics teachers in grade 6-12 classrooms. The project uses problem-or inquiry-based learning, in which solutions of interesting real -life problems promote students' learning, problem-solving skills, creative thinking, and teamwork. Challenging problems will be selected to reflect existing school curriculum in the context of the research and applications from core SMET disciplines at the university. The school courses involved include mathematics, general science, environmental science, chemistry, physics and biology. Real-life applications in these areas will come from the same disciplines and from several engineering, agricultural, and technology disciplines. The graduate and undergraduate fellows will receive pedagogical training. Summer workshops will involve school teachers and university faculty in planning and development activities with the fellows. The project's expected outcomes include enhanced communication and teaching skills for the fellows, enriched learning by K- 12 students, professional development opportunities for K- 12 teachers, and stronger partnerships between NDSU and local school districts. This project will build upon several other similar and successful programs at NDSU. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 DGE EHR Comez, Dogan Gregory McCarthy Sudhir Mehta Edward Deckard William Martin North Dakota State University Fargo ND Sonia Ortega Continuing grant 1010056 9150 7179 SMET 9179 9178 9150 7179 0000099 Other Applications NEC 0086448 March 1, 2001 Graduate Student Outreach to the Newark Public Schools. This proposal outlines a plan to involve Rutgers University-Newark graduate students and advancedundergraduates with the Newark Public Schools, Newark Museum, and Kids Corporation as NSF TeachingFellows. The conceptual focus of the proposed program falls largely under the thematic heading of knowledge transfer and curriculum development. The university students will be trained to deliver educational activities that are curriculumintegrated, inquiry-centered, and constructivist-based. The strength of the proposed program is that all participants, university students, teachers, and school students,will benefit from the experience. The benefits to be realized are inherent in the following program goals: o to enhance the teaching skills of the university participants o to motivate and excite students about science, mathematics, and technology o to expose students to new ideas, resources, and potential careers and to demonstrate the relevance of their learning experiences to real life situations o to contribute to student knowledge and understanding of science and mathematics o to provide teachers an opportunity to collaborate with graduate students and advanced undergraduates indesigning learning experiences for their students and incorporate new ideas, activities, and resources into their curricula o to provide teachers opportunities to learn, and become comfortable applying, hands-on, inquiry-based approaches to teaching. GRAD TEACHING FELLOWS IN K-12 DGE EHR Gates, Alexander Gary Roth Beth Anne Ebler Ismael Calderon Michael Nolan Rutgers University New Brunswick NJ Sonia Ortega Continuing grant 1099408 7179 SMET 9179 9178 7179 0000099 Other Applications NEC 0086455 April 1, 2001 GK-12 EdGrid Graduate Teaching Fellows Program. This proposal extends the catalyzing impact of EdGrid (http://www.eot.orgledgrid), a consortiumconunitted to developing, testing, and disseminating systemic approaches to integrate the use ofcomputer-based modeling and scientific visualization in science and mathematics education. Therole of the GK- 12 fellows is to bring to each team content expertise and experience withapplications of computational science, modeling and visualization. Fellows will benefit byimproving their own computational suls, learning to relate complex science and mathematicsconcepts to others, by becoming comfortable with teaching, and by understanding how they canparticipate in the improvement of science and mathematics education. Teachers and educationfaculty benefit from access to content expertise, assistance with the use of computationalmodeling and visualization tools, and by learning current scientific methods. The main objectives include: o Training on issues of K-12 science and mathematics education and computer-based modelingand visualization. o Enhanced conununication among the content and education faculty within the university, andbetween the university and K- 1 2 communities. o Science and mtheniaties curriculum utilizing computational science, modeling andvisualization tools, technologies, and methodologies. o Classroom experiences for K- 12 students using computational science, modeling andvisualization to do science and mathematics. o Dissemination of experiences and materials. o Inculcating a comrffitment to broad outreach of leading-edge scientific ideas on the part offuture scientists who will be the graduate student trainees in the project. o Applying to the GK-12 enterprise abilities that NCSA/EOT-PACI have developed for long-distance collaboration communication, and conununity-building. Noteworthy features of the project include the collaboration of very different and geographicallyseparated university communities as well as the integration of research universityscienceleducation enterprises. This will be facilitated by NCSA/EOT-PACI experience inorganizing and computing across geographically distributed human and material resources. GRAD TEACHING FELLOWS IN K-12 DGE EHR Braatz, Richard University of Illinois at Urbana-Champaign IL Sonia Ortega Continuing grant 1639768 7179 SMET 9179 9178 7179 0000099 Other Applications NEC 0086457 March 1, 2001 GK-12: Adventure Engineering: An Inquiry Learning, Design Driven Approach to Middle Grade Science and Mathematics Education. This project is designed to integrate exciting adventure-based scenarios, solutions to which require inquiry learning and an engineering design approach, into the middle grade (5-9) science and mathematics classrooms. Middle grade students win be posed with adventurous scenarios, e.g., Engineering the Congo, Mission to Mars, filled with carefully crafted obstacles, e.g., water purification, power generation, route optimization. The level appropriate science and/or mathematics principles are woven into the obstacles. Student groups then develop solutions to the posed obstacles through inquiry learning and the engineering design approach, running the gamut from experimentation to conceptualization to prototype construction and testing. This curriculum that weaves m the required science and/or math content is designed to replace the existing middle grade content. A team (AE Team) will develop the Adventure Engineering curriculum of engineering graduate and undergraduate Fellows, middle grade science and mathematics teachers from urban, suburban and rural schools, and faculty from Science Education, Mathematics Education, and Engineering at the University of Oklahoma. The engineering fellows will be extensively prepared in the pertinent standards, existing curriculum, and inquiry learning method through observation and participation in the middle grade classrooms, participation in College of Education methods courses, and workshops with middle grade teachers. During the three-year project, the AE Team will develop inquiry and design based science and math curriculum, with diligent assessment, under the adventure-based engineering premise. To accomodate the middle grade teachers, the AE Team will meet outside the classroom monthly on Saturday mornings during the academic year and for daylong workshops in the summer. Between AE Team meetings, the Fellows will work to develop and implement curriculum with the designated teachers in the middle grade classrooms. Each year, the engineering Fellows will increase outreach activity by seeking different teachers and assisting them with Adventure engineering curriculum implementation. The curriculum will be developed and prepared for web-dissemination to be self-sustaining beyond the three-year project period. The Adventure Engineering program is designed to motivate those students in the critical middle grades that otherwise would not pursue technical careers, particularly women and minorities. To this end, the Adventure Engineering curriculum will be developed for and implemented in approximately 72 classrooms, half of which will be predominantly minority classrooms in Oklahoma City. The AE team Fellows will be recruited from and with the dedicated assistance of the outstanding Multicultural Engineering Program at the University of Oklahoma. GRAD TEACHING FELLOWS IN K-12 DGE EHR Knox, Robert LaDawn Haws University of Oklahoma Norman Campus OK Sonia Ortega Continuing grant 1240038 7179 SMET 9179 9178 7179 0000099 Other Applications NEC 0086465 May 15, 2001 GK-12 Formal Proposal: Down to Earth Science - Graduate Teaching Fellows in K-12 Education. Experimentation and exploration - the way scientists create new knowledge - will be adopted as the cornerstone for learning and teaching science in Arizona State University's Down to Earth Science fellow/teacher/student partnership program. The activities are based on a strongly interdisciplinary, multiscalar approach to earth systems science in three important research domains that powerfully convey science content - Materials Science and Engineering, Ecology, and Planetary Studies. ASU is poised to launch, and sustain, new approaches to increasing scientific literacy. We will expand upon the strong infrastructure of successful K-12 educational outreach programs from large-scale science and engineering research projects as well as ongoing and extensive collaborations with K-12 education. This project will: 1) integrate research, education, and outreach in a meaningful way by incorporating instructional strategies consistent with the national science standards; 2) increase teachers'knowledge of science content and concepts, and provide them opportunities to engage their students in actual scientific research; 3) help revitalize science education from the use of abstract and obscure examples to the contextual and the relevant; and (4) instill fellows with the skills to communicate scientific concepts to a wider audience and prepare them to be mentors and role models for students. This award is co-supported by the Office of Multidisciplinary Activities in the Directorate for Mathematical and Physical Sciences. GRAD TEACHING FELLOWS IN K-12 CROSS-DIRECTORATE ACTIV PROGR OFFICE OF MULTIDISCIPLINARY AC DGE EHR Ramakrishna, B. Charles Redman Frederick Staley Philip Christensen Samuel DiGangi Arizona State University AZ Sonia Ortega Continuing grant 1775137 7179 1397 1253 SMET 9179 9178 7179 0000099 Other Applications NEC 0086467 March 1, 2001 San Francisco State University GK-12 Fellows Project. San Francisco State University's College of Science and Engineering (COSE) and the San Francisco Unified School District (SFUSD) have collaboratively developed a GK-12Fellows project to serve students at underperforming middle and high schools (3 each).Fellows will be systematically prepared to support the efforts of SFUSD teachers todeliver an inquiry-based pedagogy rich in science and math content. Fifteen SFSUFellows per year will directly benefit by enhancing their teaching and learning skills;SFUSD will benefit by the having these Fellows co-teach with SFUSD teachers, tutor,and serve as school-based resources, knowledgeable about the content and the applicationof SMET. Fellows will complete two formal classes--one focused on pedagogy andanother focused on either the physical or natural sciences. To ensure compliance withstate and national standards as well as to develop collegial relationships, teachers willpartner with the Fellows in the content classes which will provide both with basicconcepts in integrated biological areas and in fundamental concepts of physical sciences,along with laboratory curriculum modules. Fellows will be selected from COSE's diverse(63% minority) student body. Inverness Research Associates, an evaluation groupspecializing in science education, will conduct a comprehensive evaluation with bothquantitative and qualitative components. A-1 GRAD TEACHING FELLOWS IN K-12 DGE EHR Stubbs, John Kathleen O'Sullivan San Francisco State University CA Sonia Ortega Continuing grant 1687760 7179 SMET 9179 9178 9150 7179 0000099 Other Applications NEC 0102920 January 1, 2001 Dean in Residence Program. The purpose of this proposal is to enhance the partnership between the National Science Foundation (NSF) and the graduate community by creating a new mechanism for ongoing and substantive communications between senior administrators at our universities providing graduate education and the NSF. Based on the model of the Council of Graduate Schools (CGS) Dean in Residence Program, we propose to establish a NSF/CGS Dean in Residence. Selected through a national competition developed and administered by the Council of Graduate Schools, the NSF-CGS Dean in Residence, would interact with program officers in the Division of Graduate Education (DGE) and in other divisions of the Directorate for Eduction and Human Resources, with program officers and managers in the research directorates at NSF, as well as with senior officials at the National Science Foundation. Working though CGS the dean would, in turn, share with the graduate dean community and with the broader science and engineering faculty NSF's perspective on graduate education, particularly but not exclusively those aspects of graduate education that NSF is attempting to strengthen or redirect through its portfolio. The program will serve as a national model that could be adopted by other federal agencies in the future. GRADUATE FELLOWSHIPS DGE EHR Stewart, Debra Council of Graduate Schools DC Carol F. Stoel Continuing grant 523997 7172 SMET 9178 7172 0000099 Other Applications NEC 0104653 March 15, 2001 Convocation on Enhancing the Postdoctoral Experience of Scientists and Engineers. As it developed its guide on Enhancing the Postdoctoral Experience of Scientists and Engineers, the Committee on Science, Engineering, and Public Policy (COSEPUP)--a joint committee of the National Academy of Science, National Academy of Engineering, and the Institute of Medicine--found that action was needed by postdocs, postdoc advisers, administrators, funding organizations, and disciplinary societies and developed a set of recommendations for each. It also found tht more dialogue was needed amongst all these parties in order to enhance the postdoctoral experience. Therefore, COSEPUP decided to host a Convocation on Enhancing the Postdoctoral Experience of Scientists and Engineers to bring all these parties together to facilitate dialogue, highlight best practices, and encourage action on the part of all. This convocation will take place on March 2, 2001. The National Academies are requesting $25,000 to provide travel support for postocs to attend the Convoation. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Stine, Deborah National Academy of Sciences DC Eric J. Sheppard Standard Grant 20332 7174 SMET 9179 0107998 October 1, 2001 Design Research on the Development of Low-Cost, Modular, and Individually Tailored Office Automation for Persons with Severe Disabilities. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Johnson, Michelle Johnson, Michelle J VA Carolyn L. Piper Fellowship 37900 8252 OTHR 0000 0108013 January 1, 2002 Oxidative Stress in Carotid Body Cells and Neurons. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Gao, Lin Gao, Lin VA Carolyn L. Piper Fellowship 37900 8252 OTHR 0000 0108024 October 1, 2001 Quantum Hall Effect and Mesoscopic Physics. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Shayegan, Mansour Princeton University NJ Carolyn L. Piper Fellowship 37200 8252 OTHR 0000 0108025 October 1, 2001 Effects of Mineral Particles Suspended in Sea Water on Optical Variability within the Upper Ocean and Satellite Remote Sensing of Ocean Color. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Stramski, Dariusz University of California-San Diego Scripps Inst of Oceanography CA Carolyn L. Piper Fellowship 46200 8252 OTHR 0000 0108045 August 1, 2001 Characterization of the Dystrophin- and Spectrin-Based Membrane Skeletons in Skeletal Muscle. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Bloch, Robert University of Maryland at Baltimore MD Carolyn L. Piper Fellowship 0 8252 OTHR 0000 0108046 October 1, 2001 Development of Magnetic Measurement Techniques and Models for Evaluation of Fatigue Damage. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Lo, Chester Iowa State University IA Carolyn L. Piper Fellowship 42600 8252 OTHR 0000 0108050 August 1, 2001 Decomposition of Nitrogen Oxides by Electrical Discharge Processes. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Locke, Bruce Florida State University FL Carolyn L. Piper Fellowship 37200 8252 OTHR 0000 0105000 Manpower & Training 0108052 September 1, 2001 Cell-cell signaling for synchronizing the circadian clock in cyanobacterium Synechococcus 7942. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Golden, Susan Texas A&M University Main Campus TX Carolyn L. Piper Fellowship 37200 8252 OTHR 0000 0108053 September 1, 2001 Real-time Applications of Nonlinear Model Predictive Control Strategies. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Braatz, Richard University of Illinois at Urbana-Champaign IL Carolyn L. Piper Fellowship 46200 8252 OTHR 0000 0108063 September 1, 2001 The Location of the Gates in Glutamate Receptor Channels. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Wollmuth, Lonnie SUNY at Stony Brook NY Carolyn L. Piper Fellowship 37200 8252 OTHR 0000 0108067 October 1, 2001 High Resolution Spectroscopy of AlkaliDiatomics as Prospective Ultracold Species. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Stwalley, William University of Connecticut CT Carolyn L. Piper Fellowship 37200 8252 OTHR 0000 0108068 September 1, 2001 Aluminum-Lithium Alloys. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Starke, Edgar University of Virginia Main Campus VA Carolyn L. Piper Fellowship 37200 8252 OTHR 0000 0108076 July 15, 2001 Risk Analysis in a Deregulated Power Market Using Fuzzy Sets. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Tomsovic, Kevin Washington State University WA Carolyn L. Piper Fellowship 49800 8252 OTHR 0000 0108085 July 15, 2001 Atomic Force Microscopy Study of Physical Properties of Biomaterials. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Lal, Ratneshwar University of California-Santa Barbara CA Carolyn L. Piper Fellowship 37200 8252 OTHR 0000 0000099 Other Applications NEC 0108290 February 1, 2001 Using Technology to Promote Experiential and Reflective Cognition. How we can use the power of technology to promote meaningful learning in math and science? PFSMETE research project consists of testing the hypothesis that rich experiential environments and reflective interactions are both necessary conditions for effective educational technology. To promote experiential cognition, students should be exposed to realistic and varied experiences in order to ensure the ability to use what they have learned to understand new and ecologically valid situations. To promote active learning through reflection, students should be asked to reflect as new concepts are being introduced in the lesson with the help, for example, of a pedagogical agent or by self-evaluation. The proposed studies set out to test the main hypothesis in two different domains (science and math), for two different student populations (elementary and college students), and with the primary dependent measure being the number of acceptable solutions that students generate for divergent problem-solving questions. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Moreno, Roxana University of New Mexico NM Sonia Ortega Standard Grant 50000 7174 SMET 9179 0000 0105000 Manpower & Training 0112648 September 1, 2001 Science Education Resources and Equipment Library. I propose to initiate a lending program to share science resources and equipment with pre-service and in-service teachers and schools in the Monterey Bay region. K-12 teachers have a great need for access to scientific equipment and for support in using scientific equipment in their teaching. The University of California Santa Cruz (UCSC) is well positioned to increase the access of regional schools to its own scientific equipment through its outreach wing, the Educational Partnership Center (EPC), and its Division of Natural Sciences. My Post-doctoral Fellowship in Science, Math, Engineering, and Technology Education (PFSMETE) involved the acquisition of a basic set of scientific equipment useful for various kinds of environmental monitoring by K-12 students. The lending program I propose would use this existing equipment to provide follow-up support for teachers with whom I worked on environmental monitoring projects during my post-doctoral fellowship. It would also serve as a seed project for a larger university-based equipment-sharing programs. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Andreasen, Gretchen University of California-Santa Cruz CA Sonia Ortega Standard Grant 50000 7174 SMET 9179 0105000 Manpower & Training 0113108 May 1, 2001 Start-up Grant for Continued Research in Science Education. Improving the publics" understanding of the scientific enterprise and improving scientific literacy have been identified as critical goals in the United States. Science learning occurs in formal (i.e. classroom) as well as in informal (i.e. backyards) settings and there are likely to be, at least, qualitative differences in outcomes between these learning environments. It is critical that scientists collaborate with professional science educators not only to identify the components of scientific literacy, but also to understand how learning occurs in these different settings and to help provide this information to other scientists and educators who will be ultimately responsible for the education of the population in both formal and informal settings. This proposal seeks funding to continue and complete the important research that I began as a National Science Foundation PFSMETE Fellow and to support the preliminary research and development of two other projects that have resulted directly from my post-doctoral position. For the former, I am proposing to analyze, present and publish my ongoing work on understanding the factors that most affect student attitudes and motivation in an established Student/Scientist Partnership, Forest Watch. The new projects include a study of the effects of a community data collection program called Neighborhood Nestwatch on scientific literacy in participants, and the development and implementation of two environmental education courses at Paul Smith's College that will be the cornerstones for the creation of an environmental science education emphasis within the Natural Resource Bachelor of Science degree. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Evans, Celia Paul Smith's College of Arts and Sciences NY Sonia Ortega Standard Grant 49981 7174 SMET 9179 0105000 Manpower & Training 0114264 September 15, 2001 IGERT: Program In Cellular Engineering. This IGERT award supports the establishment of an interdisciplinary research training program in the emerging field of cellular engineering. The program focuses on metabolic and tissue engineering and provides science and engineering students with rigorous educational and research training in the fields of bioengineering, biochemistry, and cell biology. A co-supervision system is created in which students will have an advisor from the Department of Bioengineering and an advisor from the Department of Biochemistry and Cell Biology for guidance of mechanistic and design aspects of research projects. The fundamental curriculum for IGERT trainees includes coverage of scientific ethics, advanced laboratory skills, basic biosciences (biochemistry and cell biology) and engineering systems analysis. Student participants work in cooperative environments including team design projects and an industrial internship program with companies engaged in cellular engineering. This program is coordinated with a pre- and post internship seminar program to maximize the impact of the students' industrial experiences. The establishment of a visiting scientist position and a focused seminar series having different annual themes provides in depth exposure to new areas. A key component of the program will be continued expansion of our successful undergraduate recruitment program for underrepresented minorities to this specialized area of graduate education. Building upon established strengths in interdisciplinary research and education, this training program creates a center of excellence in cellular engineering that will train researchers who can utilize advances in biological sciences to produce innovative and cost- effective biotechnological products in the 21st century. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Engineering; Biological Sciences; and Education and Human Resources. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS PLANT GENOME RESEARCH PROJECT DGE EHR West, Jennifer Frederick Rudolph George Bennett William Marsh Rice University TX Carol Van Hartesveldt Continuing grant 2829649 1360 1335 1329 SMET 9179 1335 0000099 Other Applications NEC 0114304 September 15, 2001 IGERT: Ecosystem Management in Tropical and Temperate Regions: Integrating Education in Sustainable Production and Biodiversity conservation. This IGERT award will establish an interdisciplinary, multi-institution graduate research and education program in conservation biology and sustainability of agricultural and forest systems. The need is acute for better disciplinary integration to achieve biodiversity conservation and sustainable productivity in anthropogenically fragmented landscapes. To achieve this, a new generation of professionals must be educated in a holistic fashion. Students in this program will work in interdisciplinary teams to study aspects of biodiversity conservation and sustainable productivity in three distinct geographic regions characterized by habitat fragmentation. A highly productive group of educators and researchers from three Colleges and seven Departments at the University of Idaho and four Research Areas at the Tropical Agricultural Research and Higher Education Center (CATIE), an international institution headquartered in Costa Rica, will participate in the project. These faculty will provide mentoring in agricultural ecology, forest ecology and management, conservation biology and biodiversity assessment, ecological genetics, soil science, watershed sciences, ethics, rural sociology, policy, social impact assessment, and environmental economics. The IGERT program will differ from traditional doctoral programs at UI in five major ways. First, graduate education will be multi-institutional with course work conducted at UI and CATIE, and dual-institution graduate committee membership. Second, student teams will address similar research questions in temperate and tropical ecosystems and will complete a research internship with their teammates in the country that is not their primary field site. Third, students working in interdisciplinary teams will produce dissertation sets that will include some co-authored chapters. Fourth, students will complete an interdisciplinary graduate curriculum including biophysical and social sciences. Fifth, students will participate in professional development activities including joint annual research symposia and interdisciplinary training workshops. Special efforts are planned to recruit Hispanic, Native American, and African American students. Professionals educated through this program will have the expertise to work effectively in interdisciplinary teams addressing the pressing scientific problems concerning management of the biosphere. Students will gain cross-cultural experience and geographic exposure to enhance their international perspective. These professionals will be uniquely prepared to pursue careers in academia, government agencies, and international research and development institutions. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Biological Sciences; Social, Behavioral, and Economic Sciences; and Education and Human Resources. EXP PROG TO STIM COMP RES HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Bosque-Perez, Nilsa Lisette Waits Paul McDaniel Sanford Eigenbrode Jo Ellen Force University of Idaho ID Holly Given Continuing grant 3094040 9150 1360 1335 SMET 9179 9150 1335 0000099 Other Applications NEC 0114319 September 1, 2001 IGERT: Cross-disciplinary Optics Research and Education (CORE). A Cross-disciplinary Optics Research and Education (CORE) program is established at the Uni-versity of New Mexico to enhance the education and training of graduate students. The program involves the departments of Biology, Chemistry, Chemical Engineering, Electrical Engineering, and Physics. The research and educational theme of the CORE project is centered about optical imaging and spectroscopic techniques with high spatial and temporal resolution and their appli-cation to physical, chemical, and biological problems. (i) During the project interdisciplinary teams of graduate students will work on various aspects of the CORE research, comprising the design and development of methods and tools and their application in the fields of biology, chemistry, physics, and engineering. The research projects involve the study of fundamental pro-cesses in various samples ranging from single molecules, to quantum dots, to living cells, and their utilization for the development of biosensors. (ii) In addition to the current curricula in their respective departments, IGERT students will take a set of cross-disciplinary courses designed specifically for the program. (iii) The IGERT fellows will be offered internships in the local op-tics industry, in local national laboratories, and abroad to widen their horizon and to introduce career opportunities. (iv) A weekly seminar will provide the students with training in technical writing and in presentations of their research in a multi-disciplinary environment. (v) Mentoring undergraduate students will foster team spirit and leadership skills and will help to recruit, retain, and involve undergraduates, in particular those from underrepresented minorities, in research. The overall goal of our education and training activities is to produce a new cadre of engineers and scientists who are prepared to work in multidisciplinary environments. As experts in their respective home disciplines, the IGERT graduates will share a basic understanding of optics, im-aging and spectroscopy. As such, they will be prepared to work at the forefront of optics-related research, development and education in national labs, academia, and industry. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Mathematical and Physical Sciences; Engineering; Biological Sciences; and Education and Human Resources. EXP PROG TO STIM COMP RES HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Rudolph, Wolfgang Stephen Stricker Mansoor Sheik-Bahae Gabriel Lopez James Brozik University of New Mexico NM Carol Van Hartesveldt Continuing grant 2826572 9150 1360 1335 1253 SMET 9179 9150 1335 0000099 Other Applications NEC 0114329 September 15, 2001 IGERT: Multidisciplinary Training in Reliability and Risk Engineering, Analysis, and Management. This IGERT project will establish a multidisciplinary graduate program in reliability and risk engineering, analysis, and management at Vanderbilt University. Twenty-five faculty participants in this program are drawn from three different schools: Engineering (Civil, Mechanical, Chemical, Electrical Engineering and Computer Science, and Management of Technology), Management, and Arts and Sciences (Mathematics). The research theme consists of three inter-linked areas: (i) large systems reliability and risk, (ii) device- and component-level reliability, and (iii) uncertainty analysis methods. As engineering systems grow in size, complexity and cost, reliability and risk assessment is increasingly dependent on modeling and simulation, rather than on expensive (or impossible) traditional test-based methods. Therefore, the unique features of the research theme are: (i) development of the modeling and simulation-based methodology for reliability and risk assessment, (ii) systematic integration of models and tools across disciplines, and (iii) inclusion of economic, legal, regulatory, and social perspectives in risk assessment and management. The research projects will apply these concepts to infrastructure, environmental, network, mechanical, and electronic systems. The educational goals are to broaden the training with multidisciplinary perspectives, embed information technology, include model integration and high performance computing technologies, and increase the number and diversity of reliability and risk engineers and managers trained in the modeling and simulation methodology. A number of strategies are proposed to achieve these objectives: multidisciplinary coursework and dissertation topics, laboratory rotations, industry and government laboratory internships, seminars, workshops, case studies, training in professional communication and ethics, undergraduate and high school teacher participants, aggressive recruitment (especially among underrepresented groups), and systematic evaluation by industry, government and academia. The program will include strong participation and support from several industries, government agencies and national laboratories, through internships, workshop and seminar participation, educational and research collaboration, and advisory committee. Through these efforts, the graduate program aims to become a self-sustaining center of national and international leadership. The IGERT award will lead to 35 Ph.D.'s over 9 years, fulfilling a critical need of the American industry in this important field. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Engineering; Social, Behavioral, and Economic Sciences; Computer and Information Science and Engineering; Mathematical and Physical Sciences; and Education and Human Resources. SPECIAL PROJECTS - CCF HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Mahadevan, Sankaran David Kosson Gabor Karsai Bruce Cooil Ronald Schrimpf Vanderbilt University TN Melur K. Ramasubramanian Continuing grant 2980324 2878 1360 1335 1253 SMET 9179 1335 0000099 Other Applications NEC 0114330 September 1, 2001 IGERT: Biophotonics Materials and Applications. The thrust of this IGERT program in biophotonics is to produce graduates capable of crossing the existing boundaries between Physics, Chemistry, Biology, Medicine and Engineering, the combination of which constitutes the multidisciplinary research environments necessary for advancing biophotonics. Novel applications and/or solutions to technological problems involving the use of photonics (lasers and optics) in biology and medicine, and the use of biological materials in photonic applications, have been slow to develop due to the lack of a common ground upon which the current researchers, who come from a variety of disciplines, can interact. Specifically, this program emphasizes graduate research, education and training through the extension of on-going integrative research that includes: (i) nanotechnology (fabrication and application) as a tool in developing new, and improving existing, optical imaging techniques for real-time imaging of cells and cellular processes, (ii) developing the next generation of biosensors and improving sensing applications, (iii) using nanotechnology and laser technology for targeting and treatment in cancer therapy, (iv) applying computer and information technologies in the development of new models and data analysis for understanding cellular mechanisms, (v) developing new photonic devices and systems that are hybrids of traditional polymeric and semiconductor materials with biological materials, and (vi) molding the existing curriculum to provide students with maximum exposure to the diversity of biophotonics and prepare them to operate effectively in this rapidly advancing and changing field. The program will involve graduate students and faculty from Engineering, Chemistry, Physics, Biological Sciences, and the Medical School at the University at Buffalo (State University of New York), from Roswell Park Cancer Institute, and from Hauptman-Woodward Medical Institute (all located in Buffalo, NY). A cross-disciplinary curriculum will be developed that will provide Ph.D and Masters degree graduates with the ability to cross the existing boundaries between the many areas of biophotonics. This program builds upon the strengths of the Institute for Lasers, Photonics and Biophotonics (ILPB), at the University at Buffalo, which has as one of its goals to create a multidisciplinary environment using the common thread of photonics. Moreover, this program will capitalize on recent investments in the ILPB for the development of biophotonics: equipment, laboratory space, and educational training facilities. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Engineering; Biological Sciences; Mathematical and Physical Sciences; and Education and Human Resources. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Cartwright, Alexander Paras Prasad David Kofke Bruce McCombe Earl Bergey SUNY at Buffalo NY Holly Given Continuing grant 3077334 1360 1335 1253 SMET 9179 1335 0000099 Other Applications NEC 0114346 September 15, 2001 IGERT: Macromolecular Science and Infrastructure Engineering (MS&IE). This IGERT program in Macromolecular Science and Infrastructure Engineering (MS&IE) focusses on polymeric adhesives and composites in civil structures, a national need identified by the National Research Council. The vision is to train scientists, engineers, and business leaders with an interdisciplinary perspective allowing them to bridge the gap between the materials and infrastructure community, structural and civil engineers, and the economic and business communities to create and maintain a durable, safe, and cost-effective U.S. civil infrastructure. Seven departments (Chemistry, Engineering Science and Mechanics, Civil and Environmental Engineering, Electrical and Computer Engineering, Wood Science and Forest Products, Marketing and Accounting) from 4 colleges will collaborate. A University-based (not departmentally based) graduate degree program in Macromolecular Science and Engineering (MACR) will be launched concurrently with this cross-disciplinary IGERT program to afford sufficient coursework flexibility for gaining depth and breadth in infrastructure materials and design. Thus, the MS&IE IGERT students will comprise one part of a new graduate degree option (MACR). New courses to build depth in this field will be co-developed and co-taught via distance learning technologies with our partner institution, North Carolina State University. IGERT students will begin their research in cross-disciplinary teams with two required semesters of teamed research. Internship opportunities with national labs, key industrial groups, international infrastructure centers, and in congressional offices will enable students to gain experience in specialized topics, develop leadership skills, and obtain a global perspective on infrastructure methodologies and applications. A competitive summer undergraduate program, mentored by the MS&IE students, will facilitate leadership skills for the MS&IE students and recruiting into the program. NSF IGERT funds will support approximately 40 students at VT and NC State during their first year with the objective of at least 50% being either women or students from under-represented groups. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Engineering; Mathematical and Physical Sciences; Biological Sciences; and Education and Human Resources. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Riffle, Judy Richard Claus Richard Weyers John Lesko Myra Gordon Virginia Polytechnic Institute and State University VA Carol Van Hartesveldt Continuing grant 3098580 1360 1335 1253 SMET 9179 1335 0000099 Other Applications NEC 0114351 September 1, 2001 IGERT: Integrative Graduate Education in Urban Ecology. Most of today's scientific and social problems lie at the interface of many disciplines. Urban ecology is an emerging field that addresses one of the most challenging problems humanity is facing world wide: how to manage metropolitan growth by simultaneously maximizing human wellbeing and minimizing impacts on ecosystems. These problems require interdisciplinary approaches that current disciplinary doctoral education cannot teach. The vision of this IGERT program is to change the culture of graduate education from a traditional enterprise focused on an individual's discipline to one clearly emphasizing interdisciplinary teams. This will increase student retention and prepare students for leadership within and beyond academia. Team members' dissertations will include a common, co-authored section based on a real-world research problem addressed by the team, plus an individually-written disciplinary section. Students will be immersed immediately into interdisciplinary research questions, using real-world problems presented to them by outside clients. Students from widely varied backgrounds will collectively analyze, evaluate, and propose strategies to address those problems. Rather than provide a set course of instruction before students begin research, the intent is to help teams decide what information and background they need as their analyses progress, then arrange for the extended faculty to provide that background (just-in-time education). The core curriculum assures that all students, regardless of the projects they work on, receive essential skills and informational training. This requires team-taught courses where Urban Ecology faculty members are in the classroom with the students at lectures and discussion sessions, and where everyone participates. The program centers on five broad research themes: (i) What socioeconomic factors drive urban development, (ii) How landscape ecology can be used to quantify urban development patterns, (iii) How urban development patterns affect biodiversity and ecosystem function, (iv) How changes in ecosystems affect human preferences and decisions, and (v) How policies influence human settlement and its effects. By integrating research and education the IGERT program will build a theoretical framework and a series of empirical studies that increase understanding of the complex mechanisms that mediate the interactions between natural and human processes in urban ecosystems. This will produce students experienced in solving real-world problems, improve working relationships between academia and business, regulatory, and urban communities, and strengthen the foundation of Urban Ecology as a field. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Biological Sciences; Social, Behavioral, and Economic Sciences; and Education and Human Resources. WESTERN EUROPE PROGRAM IGERT FULL PROPOSALS DGE EHR Bradley, Gordon John Marzluff Clare Ryan Marina Alberti Craig ZumBrunnen University of Washington WA Melur K. Ramasubramanian Continuing grant 3357178 5980 1335 SMET 9179 9178 1397 1335 0000099 Other Applications NEC 0114368 September 1, 2001 IGERT: Socio-Technical Infrastructure for Electronic Transactions. This IGERT program is a multi-disciplinary doctoral traineeship in Socio-Technical Infrastructure for Electronic Transactions (STIET). The extraordinarily rapid changes in communications and computing technology, and in the uses and requirements people have for these technologies, have given rise to problems that are not well-suited to narrow, traditional solutions. That these problems are important should be self-evident: electronic transactions are increasingly central to social, economic and political activity in nearly every realm of human endeavor, within and between nearly every location on the planet. The infrastructure to support safe, meaningful, efficient, equitable and productive transactions will determine the extent to which the information revolution is socially beneficial. STIET will offer a comprehensive program from matriculation to graduation that will focus on the interaction between social and technical mechanisms in order to respond to these needs through current research and the training of a corps of scholars to carry forward teaching and research in this area. The program will: (i) provide fellowships for the first two years of graduate study; (ii) require 3 STIET core courses and 2 advanced STIET electives; (iii) provide a weekly research seminar and biannual day-long workshops; (iv) develop a multi-disciplinary, cross-school community of scholars within Michigan through collective and collaborative activities, both synchronous and asynchronous (with computer-supported community and collaboration technologies); and (v) build connections to the external multi-disciplinary research community through its Web site, conference travel, and research experiences at industrial partner facilities. When fully implemented, the program is expected to engage about 35 doctoral students at various stages of their degree. Through the resources and activities of STIET, the students will be encouraged and supported so that they receive serious preparation for multi-disciplinary research and pursue multi-disciplinary approaches to understanding and solving important socio-technical problems in their dissertation research. A large group of faculty are involved from several disciplines (computer science, economics, information, business, public policy) with a long-standing commitment to multi-disciplinary and collaborative research. The team includes collaborative research partners from prominent industrial labs. A professional Master's programs in this area is already in place, which provide a graduate student community, a student services infrastructure, and a fertile recruiting ground for promising doctoral students. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Social, Behavioral, and Economic Sciences; Computer and Information Science and Engineering; and Education and Human Resources. WORKFORCE IGERT FULL PROPOSALS DGE EHR MacKie-Mason, Jeffrey Michael Gordon Michael Wellman University of Michigan Ann Arbor MI Holly Given Continuing grant 3180127 1713 1335 SMET 9179 1335 0000099 Other Applications NEC 0114372 October 1, 2001 IGERT: Nanoparticle Science and Engineering. This IGERT program focuses on nanoparticle science and engineering, an inherently highly interdisciplinary field that requires researchers with a broad knowledge base of both fundamental scientific and engineering issues. The program addresses the lack of a coherent and well-organized Ph.D. training in this field. Faculty from five departments and six graduate programs at the University of Minnesota have come together to develop an interdisciplinary program transcending departmental boundaries to meet this challenge. At the core of the educational approach is the establishment of a new graduate degree program - a freestanding graduate minor program in Nanoparticle Science and Engineering. Several new interdisciplinary core courses will be developed to offer students a coherent and comprehensive set of courses. Students enrolled in the IGERT program will participate in interdisciplinary research training in research groups that include faculty and students from various departments. Nanoparticle research will be conducted in five focus areas: Two areas will address the development of enabling computational and characterization tools. These areas will form the foundation for research in application oriented areas focusing on new materials, devices, and the environment. Exceptional career development opportunities will add to the appeal of the IGERT program. These include an internship program in corporate and government laboratories, international exchange opportunities, attendance of scientific meetings at an early stage in the career, an annual interdisciplinary symposium, leadership and technology management courses, and training in ethical conduct of research. IGERT Fellows will use the excellent infrastructure at the University of Minnesota, such as its Supercomputing Institute, its Microtechnology Laboratory, and its Characterization Facility. A unique collaboration with Florida A&M University focusing on the preparation of minority undergraduate students for graduate studies and their recruitment into the IGERT program will enable building of a diverse student body. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Engineering; Mathematical and Physical Sciences; and Education and Human Resources. WESTERN EUROPE PROGRAM HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Kortshagen, Uwe James Chelikowsky Jeffrey Roberts University of Minnesota-Twin Cities MN Holly Given Continuing grant 3330226 5980 1360 1335 1253 SMET 9179 1335 0000099 Other Applications NEC 0114378 October 1, 2001 IGERT: A Unified Approach to Sequential Decision-Making in Cognitive Science. This IGERT project examines the problem of sequential decision-making as a unifying framework for the study of several central topics in cognitive science: selective attention, navigation, language processing, and the coordination of action in multiple-agent groups. The overarching question our students are trained to investigate is the following: how is it possible for an agent to decide what actions to take to achieve long-term goals? We recognize that decision-making in complex environments is a sequential process, involving a series of episodes in which an agent, based on information available through its senses and stored in memory, selects the action appropriate for its goals. The problem is made difficult by perceptual uncertainty arising from sensory limitations and environmental complexity, by the challenge of sorting through the large space of actions available, and by inherent delays in feedback about the long-term consequences of actions. A wide variety of fundamental cognitive tasks can be cast as sequential decision-making problems. Understanding how such problems may be solved will be a critical component of a general theory of intelligent behavior in organisms, and will be essential for the design of truly intelligent machines. To study these problems, we adopt a comparative approach, combining insights from a range of model systems, including humans, non-human animals, robots, and intelligent software agents. This multidisciplinary framework will enable students to integrate ideas and methods from different fields that have been concerned with the study of sequential decision-making (psychology, behavioral biology, linguistics, and computer science), but that have so far remained largely separate. The training program is designed to create a new generation of scientists trained in this innovative, multidisciplinary approach. Graduate training will be focused on fundamental disciplinary education, a common set of courses focused on the sequential decision-making framework, and a strong emphasis on mentored, interdisciplinary research activities that span each student's entire graduate program. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Social, Behavioral, and Economic Sciences; Computer and Information Science and Engineering; Engineering; Biological Sciences; and Education and Human Resources. ARTIFICIAL INTELL & COGNIT SCI HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Dyer, Fred Thomas Getty Michigan State University MI Melur K. Ramasubramanian Continuing grant 2798478 6856 1360 1335 SMET 9179 1397 1335 0000099 Other Applications NEC 0114387 September 1, 2001 IGERT: Computational Phylogenetics and Applications to Biology. Phylogenetics , the study of the relationships among genes, individuals, populations, and species, forms the basis for all of comparative biology. This IGERT grant will support a comprehensive, interdisciplinary graduate training program in Computational Phylogenetics and Applications to Biology. The program involves 27 faculty participants from the computational and biological sciences at the University of Texas at Austin, and it will support 12 graduate trainees each year for five years. Two major research areas will be emphasized: computational phylogenetics and applied phylogenetics. Phylogenies provide a fundamental framework for all of biology, and present the computational scientist with many technical challenges. Computational phylogenetics is concerned with the computational aspects of phylogenetic inference, and applied phylogenetics uses estimated phylogenies to address a wide diversity of biological questions. The training program will involve a series of new and existing courses and seminars, a summer training program for students from underrepresented areas of science, co-advisement of each graduate student by one computational and one biological faculty participant, placement of students into well-established research groups in biology and computer science, participation in spring recruitment conferences and fall phylogenetics retreats, and opportunities for internships in the bioinformatics industry, national laboratories, and non-government organizations. The goals of this project are: (i) design and implement an interdisciplinary training curriculum for graduate students across computational and biological sciences that prepares students to understand and contribute to both sides of computational biology; (ii) stimulate interdisciplinary graduate research and interdisciplinary interactions in general between computational scientists and biological scientists that will lead to development and testing of novel approaches to unsolved problems in phylogenetics and their application to problems in biology; (iii) prepare trainees for their careers beyond graduate school and help them achieve visibility in the larger research community; and (iv) evaluate and improve the program in computational and applied phylogenetics to ensure its success beyond the proposed IGERT project. This program will create a unique collaborative environment for graduate students and faculty from the computational and biological sciences. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Biological Sciences; Computer and Information Science and Engineering; and Education and Human Resources. WORKFORCE IGERT FULL PROPOSALS DGE EHR Hillis, David Robert Jansen Tandy Warnow Robin Gutell C. Randal Linder University of Texas at Austin TX Holly Given Continuing grant 3175735 1713 1335 SMET 9179 1335 0000099 Other Applications NEC 0114400 September 1, 2001 IGERT: Signals in the Sea. The importance of chemical and hydromechanical signaling is broadly recognized but inadequately studied. In marine and freshwater systems, chemical signals affect critical processes such as feeding, competition, mate recognition, habitat choice, host-symbiont and host-pathogen interactions. These chemical signals not only directly affect organisms but also produce a cascade of indirect effects on population structure, community organization, and ecosystem function. Numerous investigations indicate that chemical signals mediate many of these ecological interactions in aquatic systems, but exceedingly few investigations have coupled aquatic chemical ecology with microbiology, sensory biology, physiology, or an understanding of the fluid dynamics that mediate the transmission and reception of signals. Few scientists have the requisite breadth and cross-disciplinary training in ecology, chemistry, sensory biology, microbiology, physiology and small-scale hydrodynamics necessary to advance the field of chemical signaling in aquatic systems. The recent NSF workshop on challenges and opportunities in biological oceanography (OEUVRE) identified a mechanistic understanding of these small-scale chemically and physically mediated processes as a major challenge facing this diverse field. Georgia Institute of Technology, in collaboration with Skidaway and Scripps Institutions of Oceanography, is uniquely positioned to train students to meet these challenges. Under this IGERT program, graduate training at Georgia Tech will consist of a unique series of integrated core courses, an intensive, hands-on class in aquatic signaling where interdisciplinary student teams will experimentally investigate projects of their own design, intemships, and mentoring by a multidisciplinary graduate committee. Seminars will be conducted on biological, chemical and physical interactions affecting aquatic signaling, scientific ethics, special issues faced by under-represented groups and women in science, and the practical aspects of professional development in science and engineering. During the project, IGERT funds will support over 40 graduate students, produce about 26 PhDs, and start a permanent center for aquatic signaling at Georgia Tech. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Biological Sciences; Geosciences; Mathematical and Physical Sciences; Engineering; Education and Human Resources; and the Office of Polar Programs. WESTERN EUROPE PROGRAM EAST ASIA AND PACIFIC PROGRAM HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Hay, Mark Peter Verity Patricia Sobecky Donald Webster Julia Kubanek GA Tech Research Corporation - GA Institute of Technology GA Melur K. Ramasubramanian Continuing grant 3278280 5980 5978 1360 1335 1253 SMET 9179 9178 1335 0000099 Other Applications NEC 0114418 September 15, 2001 IGERT: Optical Commuications and Networking. The University of Central Florida will establish an IGERT program with a multidisciplinary research theme in Optical Communications and Networking to train 30 Ph.D. students over the next five years. This program is a joint effort of twenty scientists, engineers and educators from the Departments/Schools of Mathematics, Statistics, Optics, Physics, Material science, Electrical Engineering and Computer Science, and Education at UCF. Optical communications and networking is a particularly well-suited IGERT theme because the diverse multidisciplinary technologies that need to be developed to enable next-generation information infrastructure. Major research efforts are grouped in four areas: advanced components, transport, switching, and networking and network management. Each IGERT thesis project is designed to build upon expertise from at least two different groups in realizing an enhanced functionality that is greater than the sum of the parts, over and above what the two groups would pursue independently. The advising team of each IGERT student, consisting of two or more faculty members from different departments, an industrial advisor and a non-technical advisor, is designed to ensure the successful integration of education, research and training. Industry, the users of technology considered in this effort, will be involved at the onset of the thesis research for each student. The research framework is complemented by the existing multidisciplinary courses, new courses in optical communications and networking to be developed under this IGERT program and being developed under an existing NSF CRCD grant, on-site training on state-of-the-art equipment at UCF, off-site training in industry, and non-technical training including business, communication/ interpersonal skills and ethics. The objective of this IGERT program is not only to train the participating Ph.D. students to become leaders in industry and/or academia but also for this program to serve as a national model for training scientists and engineers in today's globally competitive and technology-driven market economy. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Engineering; Computer and Information Science and Engineering; Mathematical and Physical Sciences; and Education and Human Resources. NETWORKING RESEARCH HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Li, Guifang M. Moharam Patrick LiKamWa Mostafa Bassiouni Peter Delfyett University of Central Florida FL Melur K. Ramasubramanian Continuing grant 2581371 4097 1360 1335 1253 SMET 9179 1335 0000099 Other Applications NEC 0114419 September 15, 2001 IGERT: Doctoral Training at the Interface of Chemistry and Physics: New Materials for Electronics and Optics through Control of Nanoscale Structure. This IGERT program offers a nationally-unique, comprehensive package of new and tested approaches to graduate education in materials chemistry and physics. It is designed to prepare the next generation of graduate students for the challenges of an increasingly interdisciplinary and rapidly evolving research and development arena. The research and education activities of this IGERT program are unified by the study of the structure/property relationships in electronic and optical materials whose properties are dominated by their nanoscale structure. The proposed research builds upon established activities in three major thrust areas to address the: (i) synthesis and properties of superlattice materials; (ii) preparation and study of metal and semiconductor nanoparticles, quantum dots and assemblies; and (iii) fabrication and properties of molecular assemblies. These research topics provide outstanding opportunities for interdisciplinary graduate training because both the chemistry and physics of short-length-scale systems are intertwined. This initiative has received wide-ranging support within the University and among our industrial affiliates because it provides a multidisciplinary research experience, stimulates industrial/academic relations and prepares students to be successful participants in diverse and changing job markets. Our student-focused program is designed to address three goals: (i) help each student acquire diverse, adaptable and portable technical skills and the knowledge base to succeed in rapidly evolving career markets; (ii) help each student develop the critical thinking skills necessary to solve complex problems and understand new phenomena; and (iii) provide each student with comprehensive career training, i.e. development of professional skills, exposure to many career opportunities, and training tailored to specific career paths. To achieve these goals, a comprehensive and fully integrated graduate training program has been developed. Key activities of the training program include: new interdisciplinary courses, core engineering courses, research rotations during the first year, interdisciplinary research opportunities, targeted internships in industry or academia, and comprehensive career preparation. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Mathematical and Physical Sciences; Engineering; and Education and Human Resources. WESTERN EUROPE PROGRAM EAST ASIA AND PACIFIC PROGRAM HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Johnson, David University of Oregon Eugene OR Melur K. Ramasubramanian Continuing grant 3448460 5980 5978 1360 1335 1253 SMET 9179 1335 9178 0000099 Other Applications NEC 0114420 October 1, 2001 IGERT: Evolutionary, Computational, and Molecular Approaches to Genome Structure and Function. This multidisciplinary IGERT program will train graduate students in areas at the interface of evolutionary biology, functional genomics, and computational biology in a way that will enable them to collaborate productively across traditional disciplinary boundaries. The emerging fields of comparative and functional genomics will reshape biological research in the next twenty years and have a profound impact on medicine and human health, agriculture, engineering, and our understanding of the origin of life and the relationships among living organisms. Research in these emerging disciplines requires the coordinated interaction of scientists with diverse backgrounds in evolution, molecular biology, and computer science, yet current departmental boundaries at most universities do not foster interactions among these areas. The comprehensive IGERT training plan at the University of Arizona is intended to meet these challenges. This program includes advising, research rotations and colloquia, two novel multidisciplinary courses that engage students in hands-on problem solving, additional lecture and laboratory courses, training in ethics, a monthly discussion group, opportunities to interact with visiting scientists, bi-annual mini-symposia, opportunities to mentor undergraduates in research, and offsite internships at other academic institutions or at leading genomics companies. Finally, the training plan includes a strategy to recruit both minority undergraduate and graduate students into science, drawing on the Hispanic and Native American populations in Arizona. Some of the proposed training initiatives build on existing structures; others are entirely new. The University of Arizona is particularly well suited for this training program because of existing strengths in evolution, functional genomics, and computation, a strong graduate program, and an institutional commitment to interdisciplinary programs. Moreover, the individual participants in this program have a long track record of success in training students and a commitment to multidisciplinary collaborations. The impact of the proposed training program uniting three research areas will be to equip the next generation of biologists with the tools to tackle the challenges of genome-scale research. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Biological Sciences; Engineering; Computer and Information Science and Engineering; and Education and Human Resources. WORKFORCE IGERT FULL PROPOSALS PLANT GENOME RESEARCH PROJECT DGE EHR Nachman, Michael Vicki Chandler Nancy Moran Michael Hammer University of Arizona AZ Holly Given Continuing grant 3470625 1713 1335 1329 SMET 9179 1335 0000099 Other Applications NEC 0114423 September 1, 2001 IGERT: Regional Resilience and Adaptation: Planning for Change. This IGERT award is for an interdisciplinary graduate-training program in regional resilience and adaptation (RR&A). One of the major challenges facing humanity is to sustain the desirable features of Earth's ecosystems and society at a time of rapid changes in all of the major forces that shape the structure and functioning of ecosystems and society. The RR&A program seeks to train Ph.D.-level scholars, policy-makers, and managers to address these questions in an integrated fashion. The program integrates the tools and approaches of ecology, economics, anthropology, climate dynamics, and philosophy in a systems framework to understand the functioning of regional systems. It emphasize high-latitude ecosystems, where current management issues require an application of the integrated understanding of these disciplines. This graduate-training program will train a new generation of scientists to integrate the perspectives of natural and social sciences in addressing both the basic understanding of regional systems and the application of this understanding to management issues. The goal is to train scientists that are well-grounded in one or more disciplines but have an understanding and research experience in a range of natural and social sciences. The program will provide training to graduate students from the University of Alaska and students enrolled in other universities. It provides course work and a seminar program that integrates ecology, economics, and anthropology in a systems-modeling framework and provides faculty mentorship and internships in areas outside of each student's parent discipline. The program emphasizes cross-cultural communication through heavy involvement with the Alaskan Native American community and with managers, businesses, and conservation groups. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Office of Polar Programs and the Directorates for Geosciences; Social, Behavioral, and Economic Sciences; and Education and Human Resources. IGERT FULL PROPOSALS DGE EHR Chapin, F. Stuart Richard Caulfield Joshua Greenburg Rosamond Naylor A. David McGuire University of Alaska Fairbanks Campus AK Holly Given Continuing grant 3231538 1335 SMET 9179 1335 0000099 Other Applications NEC 0114427 October 1, 2001 IGERT: Earth's Subsurface Biosphere: Coupling of Microbial, Geophysical and Geochemical Processes. The biosphere is usually thought of as plants and animals near the Earth's surface, but the Earth's habitable zone extends to depths of hundreds or thousands of meters. The Earth's subsurface biosphere is composed mostly of bacteria, and collectively these bacteria may have a mass equivalent to that of all life in the near-surface biosphere. The emerging study of the subsurface biosphere could solve major environmental, agricultural, and industrial problems, and lead to products that will improve human health and prosperity. The key to success in this field will be an understanding of the links between subsurface microbiology and the Earth's physical and chemical environments and processes. This understanding is applicable to the transformation of toxic waste into harmless byproducts, safer drinking water, increased mining efficiency, increased flow of oil from wells, confining nuclear waste in storage facilities, improving soil and crops, reutilization of animal and human wastes, and the basics the Earth's global and local chemical cycles. To prepare graduate students for these challenges we will coordinate the training of students by internationally recognized engineers, microbiologists, geologists, oceanographers, geochemists, soil scientists, and hydrologists. Students' preparation will be broadened with a new subsurface biosphere integrated minor with five related components. Some of these are: a group training effort, courses that link microbial with physical and chemical processes from molecular to global scales, and international and national internships, field programs, and symposia. Ethical and cultural issues related to subsurface science, bioengineering, and the environment will be included in courses, seminars and workshops. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Geosciences; Biological Sciences; Engineering; Education and Human Resources; and the Office of Polar Programs. WESTERN EUROPE PROGRAM AMERICAS PROGRAM HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Myrold, David Peter Bottomley Stephen Giovannoni Lewis Semprini Anna-Louise Reysenbach Oregon State University OR Melur K. Ramasubramanian Continuing grant 3296002 5980 5977 1360 1335 SMET 9179 9178 1335 0000099 Other Applications NEC 0114429 September 15, 2001 IGERT: On A Virtual Tribology System: Future Engineers and Future Powertrain Virtualization Technology. This IGERT award supports the establishment of a multidisciplinary graduate training program of education and research in the development of a virtual tribology system for future powertrains, which are the power-delivery systems of automobiles and aircraft. The current development of a powertrain tribological system is time-consuming, requiring integration of new materials, engine technologies, trial-and-error, laboratory experimentation and extensive field-testing. The vision is to shorten the development time by developing a virtual powertrain through advanced computer modeling that simulates the interfacial interactions among critical machine elements. The development of such technology requires new engineers and scientists with cross-disciplinary training. The traditional engineering Ph.D. training model based on one advisor and a single topic does not work well in this new paradigm. Creating Ph.D.s who are educated in a multidisciplinary environment represents the educational focus of this IGERT program. Because of the need for multiscale modeling and multidisciplinary research, an aggressive education plan requiring the creation of a multidisciplinary learning/research environment, electronic education, industrial collaboration, international outreach and faculty re-education will be an integral part of the current program. This program is a joint effort among faculty members in chemistry, chemical engineering, civil engineering, computer engineering, materials science and mechanical engineering, as well as physics. With the successful development of virtualization technology, it is hoped to educate a new generation of engineers and scientists who have strong technical skill and are proficient in multidisciplinary collaboration and in working with computer simulations of complex systems. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Engineering; Computer and Information Science and Engineering; Mathematical and Physical Sciences; and Education and Human Resources. HUMAN COMPUTER INTER PROGRAM MATERIALS AND SURFACE ENG HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Keer, Leon Peter Stair Wing Liu Q. Jane Wang Michael Graham Northwestern University IL Melur K. Ramasubramanian Continuing grant 3495930 T200 6845 1633 1360 1335 1253 SMET 9251 9231 9179 1335 0000099 Other Applications NEC 0114432 October 1, 2001 IGERT: Biological Invasions: From Genes to Ecosystems, From Science to Society. Unprecedented and accelerating rates of biological invasion are creating a unique set of environmental, economic, and social challenges. Modern agricultural societies would not exist were it not for human-mediated introductions of crops and livestock. Yet, as a result of the globalization of human commerce and travel, invasions are rapidly and profoundly changing the environment. The effects of invasions are felt at all biological scales, from genes to ecosystems, with enormous ecological and economic consequences. From every perspective, biological invasions epitomize the rapidly growing array of environmental challenges that no single discipline or constituency can solve individually. This IGERT award supports the establishment of a new multidisciplinary graduate program that includes trainers and students from ten multidisciplinary graduate groups and professional schools at UC Davis, as well as non-faculty participants from state, federal and national organizations who will strengthen ties to policymakers, legislators, regulators, and other stakeholders. In addition, the program emphasizes the global ramifications of invasions through the participation of international authorities, and provides support for international research collaborations and individual projects. Trainees will be required to satisfy the degree requirements of the graduate group to which they are admitted, as well as the specific requirements of the IGERT program that aim to build a multidisciplinary perspective and teamwork. Trainees supported for their dissertations must develop a project that integrates two or more of the IGERT core disciplines (life sciences, social sciences, law, humanities, and physical sciences), and have a similarly diverse guidance committee. The formal training program begins with an integrative first-year foundation curriculum, consisting of a lecture/seminar series, discussion groups, and hands-on technical demonstrations. This foundation program will be followed by a second-year group collaborative research project, involving trainees and faculty, that analyzes an invaded habitat or ecosystem from biological, social, historical, economic, and legal perspectives, and develops a comprehensive management plan. This project will lead to an annual spring workshop, with participants from academia, the private and public sectors, and relevant stakeholders speaking directly to the problem addressed. Other key elements of the training program include requirements for collaborative internships outside the university and participation in an extensive mentorship network. This program will build multidisciplinary research teams that span the natural sciences, social sciences, engineering and humanities and that will train the next generation of environmental scientists to be conversant in the ethical, political, legal, and economic, and scientific issues pertinent to the analysis and remediation of biological invasions. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Biological Sciences; Social, Behavioral, and Economic Sciences; Mathematical and Physical Sciences; Engineering; and Education and Human Resources. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS PLANT GENOME RESEARCH PROJECT OFFICE OF MULTIDISCIPLINARY AC DGE EHR Strauss, Sharon Kevin Rice Richard Grosberg Susan Ustin Holly Doremus University of California-Davis CA Melur K. Ramasubramanian Continuing grant 2999984 1360 1335 1329 1253 SMET 9179 1335 0000099 Other Applications NEC 0114434 September 15, 2001 IGERT: Optical Biomolecular Devices: From Natural Paradigms to Practical Applications. This IGERT brings together Arizona State University's well known basic research program in photosynthesis and photobiology with two other major research thrusts on campus: the Nanostructures Research Group in the Center for Solid State Electronics Research and the Bioengineering thrust within the Engineering College led by the newly formed Bioengineering Department. The research theme is the design and fabrication of molecular-scale devices based on the principles learned from photobiology. This effort represents a major expansion of the current NSF funded RTG training program in this area, shifting the educational and research focus towards the applied realm by including new faculty from four Engineering Departments and Physics as well as several industrial and international partners at Motorola, Lockheed/Martin, Kodak, QTL, CEA-Saclay, Max Planck-Muelheim, and the University of Glasgow. In order to form an integrated graduate education program between these different disciplines, the IGERT includes the creation of a Ph.D. emphasis program that will normalize the curriculum requirements across colleges. Industry will also play a major role through scientific collaborations, student internships and classroom discussion. The IGERT curriculum includes a series of courses that center on research and discovery based learning. Students will solve problems by drawing on an extensive dynamic resource infrastructure that includes both well-equipped instrument facilities, including a new biohybrid fabrication facility, and high level personnel. In addition, the program includes a major educational thrust in science policy, science ethics, and societal impact, culminating in a two week workshop at the Center for Science, Policy and Outcomes in Washington DC. Here students will have the opportunity to consider the impact that research and development in the molecular device area will have on society and to hear the thoughts of scholars who have considered the ethical and political aspects of this expanding area of science. Students will also have the opportunity to participate in research abroad and in the "Preparing Future Faculty" or "Preparing Future Professionals" programs run by the ASU Graduate College. Finally, the three IGERTs on the ASU campus will be coordinated within a superstructure run by the Dean of the Graduate College. This will facilitate common mechanisms for recruiting and evaluation, and provide a formal avenue for information exchange between IGERT faculty and students. This larger scale integration among the ASU IGERTs should result in a practical model of interdisciplinary graduate education that can be used in the future both at ASU and elsewhere. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Biological Sciences; Engineering; Mathematical and Physical Sciences; and Education and Human Resources. WESTERN EUROPE PROGRAM HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Woodbury, Neal Vincent Pizziconi J. Devens Gust Michael Kozicki Willem Vermaas Arizona State University AZ Melur K. Ramasubramanian Continuing grant 3164163 5980 1360 1335 1253 SMET 9179 9178 1335 0000099 Other Applications NEC 0114437 September 1, 2001 IGERT: Economics of the Environment. This IGERT award supports the establishment of a multidisciplinary graduate training program of education and research in environmental economics (including resource economics), integrating environmental science with economics. The vision of the Program is to provide the first truly multidisciplinary Ph.D. program in environmental economics, a program that does not compromise the depth of economics education nor the depth of education in a companion natural science discipline. Most Ph.D. programs in environmental economics are either very narrowly economic in orientation or disciplinarily broad, with some strength in a variety of disciplines, including economics. This new IGERT program seeks a third path, producing Ph.D.s who are as well trained in economics as any graduating from a good economics department but who also have Ph.D. level depth in one of four complementary fields of natural science: climate, conservation biology, hydrology and marine science. The complementary science fields specified are not intended to be comprehensive but rather to reflect faculty strengths at UCSB. IGERT fellowship support facilitates the additional curricular burden of significant coursework in a companion area of natural science. During the first half of their nominal five years in the Program, students acquire strength in economics and their companion natural science discipline, primarily through coursework. As students move into the second half of their tenure in the Program, they become absorbed in research and research workshops, culminating in the writing of the dissertation. In addition to coursework, three features of the curriculum are designed to build multidisciplinary strength: (i) research seminars in environmental policy, environmental economics, and the chosen complementary field of natural science; (ii) development of an original empirical paper as an intermediate step to the dissertation; and (iii) assisting faculty with the supervision of Masters students involved in group thesis work. Other aspects of the program are designed to strengthen student research skills, introduce issues of ethics in research and develop skills for entering the job market. It is the goal of this IGERT Program to train the next generation of environmental economists, people who can truly bridge the gap between economics and the natural sciences that underlie environmental problems. The program described is comprehensive, designed to turn out research leaders and innovative thinkers. These graduates will enrich the workplace, both academic and nonacademic. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Social, Behavioral, and Economic Sciences; Geosciences; Biological Sciences; and Education and Human Resources. IGERT FULL PROPOSALS DGE EHR Kolstad, Charles Thomas Dunne Jeff Dozier Frank Davis David Siegel University of California-Santa Barbara CA Melur K. Ramasubramanian Continuing grant 3198358 1335 SMET 9179 1335 0000099 Other Applications NEC 0114443 September 15, 2001 IGERT: Materials Creation Training Program (MCTP). The Materials Creation Training Program (MCTP) at UCLA will train scientists to be leaders in the design, synthesis, and production of new materials for electronic, computer, communication, and nanoscale devices. The training and mentoring faculty come from departments in Physical Sciences (Physics and Astronomy, Chemistry and Biochemistry) and Engineering (Mechanical and Aerospace, Chemical, and Electrical Engineering, and Materials Science). All are associates of the UCLA Exotic Materials Institute (EMI), which will administer the MCTP. Many are also members of the California NanoSystems Institute (CNSI) - a state-supported venture that was created in 2001 to provide facilities and resources for materials and medical nanoscience. This resource will be available for training and research of MCTP Fellows. The MCTP unites a broad range of molecular and materials architects, synthetic chemists, and device fabricators, at UCLA and at partner industrial and national laboratories. MCTP Fellows are supported for two years of their graduate careers, during which they will work in teams with UCLA and off-campus scientist partners using state-of-the-art instrumentation and computational resources. Novel training aspects will include a new graduate course involving all aspects of materials and molecular design, synthesis, testing, and modification of materials, device fabrication and testing, and demonstration and marketing aspects of practical devices. This course will deal with science issues beyond the laboratory and will develop researchers versed in the importance of understanding materials properties across length scales, from molecular to macroscopic. Each MCTP Fellow will spend several months or more at an industrial or national laboratory partner site. Research projects will include the design and synthesis of new molecules, the transformation of these into molecular solids and polymers, the formation of new inorganic and organic/information composites, and the development of devices based on these new materials. Fellows will be selected for excellence and diversity. The new graduate program will be evaluated on a yearly basis by a board including university, industrial, and government representatives. Community outreach activities will emphasize the importance and potential of scientific research and attractiveness of graduate education in science. The Materials (MCTP), Bioinformatics, and Neuroengineering IGERTs at UCLA constitute a new graduate educational paradigm, emphasizing multidisciplinary research encompassing life and physical sciences, as well as computer science and engineering. IGERT is an NSF-wide program intended to meet the challenges of educating Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing new, innovative models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fourth year of the program, awards are being made to twenty-two institutions for programs that collectively span all areas of science and engineering supported by NSF. The intellectual foci of this specific award reside in the Directorates for Mathematical and Physical Sciences; Engineering; and Education and Human Resources. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Garrell, Robin Bruce Dunn Richard Kaner University of California-Los Angeles CA Carol Van Hartesveldt Continuing grant 3192060 1360 1335 1253 SMET 9179 1335 0000099 Other Applications NEC 0116795 June 1, 2001 Introducing Research-Based Curricula to Rochester Institute of Technology. Explorations in Science is an activity-based physics course for non-science majors. Developed during my tenure as an NSF Postdoctoral Fellow in Science, Mathematics, Engineering, and Technology Education (PFSMETE), Explorations in Science uses the study of common, natural phenomena and student-directed group projects to stimulate interest in a population traditionally quite apathetic towards physics. Activities use sophisticated computer tools to take, display, and interpret data. I would like to bring this curriculum to my new, permanent, institution, the Rochester Institute of Technology. While RIT is an institution of technology, it has a significant population of students who will benefit from Explorations in Science including students of imaging science, business, and the social sciences. Faculty from the College of Imaging Arts & Sciences have already expressed interest in Explorations in Science, particularly the projects dealing with human body motions as these are relevant to students studying computer animation. To successfully offer Explorations in Science at RIT, computer sensors (e.g. force sensors, temperature probes, and light sensors) must be purchased. Roughly half of this proposal is for equipment that are not currently available in our existing labs. A necessary condition for the successful implementation of new materials is faculty support. To facilitate the implementation of a research-based curricula, I would like to begin a new project on faculty objectives for introductory physics courses. RIT has a national reputation of excellence in engineering and the imaging arts. Therefore, an overwhelming majority of students taking introductory physics at RIT are not physics majors. It is important to understand why other departments require these students to take physics and what they want their students to take from the class. The traditional answers, including "how to think" and "problem-solving ability," are too vague to be useful. Recent work in physics education has attempted to uncover exactly what is meant by "how to think," i.e. what we the physics community see as the fundamental diamond in the physics rough. By using the ideas and vocabulary from this research, 1 hope to be able to better characterize how other departments see physics. This will allow physics departments to better suit the needs of the majority of their students and make it easier to introduce new curricula such as Explorations in Physics. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Franklin, Scott Rochester Institute of Tech NY Sonia Ortega Standard Grant 47229 7174 SMET 9179 0105000 Manpower & Training 0118073 June 1, 2001 A Longitudinal Study of Eight Engineering Colleges using the SUCCEED Longitudinal Database. This work is proposed as a starter grant to support a follow-on effort to PFSIVIETE fellowship grant number 9896381, "A Longitudinal Study of Eight Engineering Colleges using the SUCCEED Longitudinal Database." The primary goal of the original fellowship was to prioritize factors that contribute to engineering student success by studying programs designed to help engineering students at nine institutions. The breadth of data required to conduct such an analysis could not be collected within the fellowship tenure, so this greater goal remains a subject for continuing research. During the fellowship tenure, a number of individual studies were completed, and results from these have been published or are being developed in collaboration with the investigators who originally designed and implemented the programs under study. This request asks for support necessary to complete the study of data already collected and to collect additional data needed to begin to address the more aggressive goal of characterizing factors that contribute to engineering student success. The Southeastern University and College Coalition for Engineering Education (SUCCEED) will continue to significantly leverage this work. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Ohland, Matthew Clemson University SC Sonia Ortega Standard Grant 49840 7174 SMET 9179 0105000 Manpower & Training 0123425 August 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Martin, Aimee Martin, Aimee J none Gisele T. Muller-Parker Fellowship 95013 7172 SMET 9179 0000099 Other Applications NEC 0123490 October 1, 2001 NSF/NEPCoP Fellows Program: Supporting Student Research and Career Development in Conservation Biology: Starter Grant. I propose to initiate an innovative, collaborative small grants program that fosters basic research by undergraduate and graduate students on fundamental questions related to plant conservation biology. With a third year of funding following on my NSF Post-doctoral Fellowship in Science, Mathematics, Engineering, and Technology Education, I will forge partnerships between my host institution, the New England Wild Flower Society (NEWFS), and academic centers in New England to establish a student research program addressing the ecology of rare plants, called the NSF/NEPCoP Fellows Program. During fall 2001, I will solicit research proposals from advanced undergraduate and beginning graduate students from academic institutions in New England. I will fund six field research studies selected via peer-review and will advise these studies during summer, 2002. I will assist students in empirical design, data interpretation, and publication. Results from these studies will be published as appropriate in scientific journals, and promulgated to relevant conservation organizations to facilitate management of rare plant populations. This program will: Enable students to hone both strong empirical research skills and clear communication skills that will enhance their. Professional development and broaden their opportunities for employment; yield valuable new data to advance the science of conservation biology; fund opportunities for research in conservation biology not currently covered by grant sources; provide. Critically needed data on species biology to NEWFS and other conservation organizations to promote scientifically-based. Conservation efforts; serve as a self-sustaining model for collaboration among academic and extramural institutions to strengthen data collection efforts and to train a new generation of conservation biologists. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Farnsworth, Elizabeth New England Wild Flower Society MA Carolyn L. Piper Standard Grant 49910 7174 SMET 9179 0105000 Manpower & Training 0123876 October 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Jones, Anne Jones, Anne K VA Earnestine Psalmonds Fellowship 28500 7172 SMET 9179 0123877 September 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Thomas, Joaquin Thomas, Joaquin T VA Eric J. Sheppard Fellowship 0 7172 SMET 9179 0123878 August 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Pittman, Brian Pittman, Brian T. IL William J. Hahn Fellowship 61500 7172 SMET 9179 0000099 Other Applications NEC 0123879 July 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR La Grassa, Tracy La Grassa, Tracy J none Gisele T. Muller-Parker Fellowship 79651 7172 SMET 9179 0000099 Other Applications NEC 0123880 July 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Newell, Evan Newell, Evan W none Gisele T. Muller-Parker Fellowship 91435 7172 SMET 9179 0000099 Other Applications NEC 0123881 September 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Collette, Matthew Collette, Matthew D MA Gisele T. Muller-Parker Fellowship 99500 7172 SMET 9179 0000099 Other Applications NEC 0124301 August 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Joyner, Valencia Joyner, Valencia M none Gisele T. Muller-Parker Fellowship 90000 7172 SMET 9179 0000099 Other Applications NEC 0124302 October 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Fields, Laura Fields, Laura J AR Earnestine Psalmonds Fellowship 29500 7172 SMET 9179 0124303 August 15, 2001 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None University of Oklahoma Health Sciences Center OK Earnestine Psalmonds Fellowship 111250 7172 SMET 9179 0000099 Other Applications NEC 0124947 October 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Solomon, Jose Solomon, Jose E FL William J. Hahn Fellowship 61500 7172 SMET 9179 0000099 Other Applications NEC 0124948 August 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Spires, Tara Spires, Tara L none Gisele T. Muller-Parker Fellowship 89000 7172 SMET 9179 7172 0000099 Other Applications NEC 0124949 October 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Evans, Robin Evans, Robin C MA Gisele T. Muller-Parker Fellowship 29500 7172 SMET 9179 0124950 July 1, 2001 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None University of South Dakota Main Campus SD Earnestine Psalmonds Fellowship 98500 7172 SMET 9179 0000099 Other Applications NEC 0124951 October 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Pacold, Michael Pacold, Michael E VA Earnestine Psalmonds Fellowship 28500 7172 SMET 9179 0125255 October 1, 2001 Assessment of Research Doctorate Programs: Methodology Study. Assessment of the quality of doctoral programs and their faculty can be a powerful tool to improve doctoral education. For institutions, these assessments have been used in decisions to expand, contract, or merge programs. Potential graduate students use assessment results as part of the decision about where to apply and improved measurement could spur increased attention to the graduate student experience. State boards of higher education have used quality assessments to reallocate state resources. For administrators, the objective of "improving in the ratings" can be used to partially justify hiring and other personnel decisions. Scholars use ratings to examine the correlates of quality and as a yardstick to help them in designing policies to improve graduate education. These uses are consequential for all involved in doctoral education and the Conference Board of Associated Research Councils judges that a periodic review of the methodology of such assessment is essential given the significance of its use. The Conference Board of Associated Research Councils is composed of the American Council on Education, the American Council of Learned Societies, the National Research Council, and the Social Science Research Council. The National Research Council proposes to conduct a review of the methodology of assessment of research doctoral programs. The outcome of this review will be recommendations for the conduct of the next NRC assessment of doctoral programs. The methodology of assessing faculty reputation will be addressed, as will the construction of direct measures of effectiveness of the education of doctoral students. The study will examine the validity of measures of scholarly reputation and the extent to which they should be uniform across fields, the taxonomy of fields, and whether a broad reputational survey is the best way to assess research quality. It will also examine how to design and incorporate valid measures of the process of doctoral education and outcomes for recent graduates. A committee of experts consisting of statisticians, survey researchers, representatives of the major disciplines, and university administrators, will carry out the review. The committee will be assisted by information gathered from topical workshops, panels charged with focusing on taxonomy and measurement for each of the disciplines, and universities that have volunteered to collect data for prototype measures. The outcome of the study will be a report with recommendations designed to shape the next assessment of doctoral programs. Provided funding is obtained by summer of 2001, report completion is expected by February 2003. If the committee recommends a new assessment, it will take place in 2003-5 with data collected for the 2002-3 academic year. Total estimated cost for the project from July 2001 through February 2003 (20 months) is estimated to be $1.2 million. We are requesting $300,000 from NSF. Other prospective funders include the National Institutes of Health, U.S. Department of Agriculture, and the Sloan and Mellon Foundations. GRADUATE FELLOWSHIPS DGE EHR Voytuk, James Charlotte Kuh National Academy of Sciences DC Lenore S. Clesceri Standard Grant 300000 7172 SMET 9179 0000099 Other Applications NEC 0127199 June 15, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Wesley, Daniel Wesley, Daniel H VA Eric J. Sheppard Fellowship 0 7172 SMET 9179 0000099 Other Applications NEC 0127200 October 1, 2001 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR Kim, Peter Kim, Peter S MA Earnestine Psalmonds Fellowship 29500 7172 SMET 9179 0000099 Other Applications NEC 0127201 October 1, 2001 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR Miller, Joel Miller, Joel C none Gisele T. Muller-Parker Fellowship 92571 7172 SMET 9179 0000099 Other Applications NEC 0128389 October 1, 2001 Mixed Metaphors: Undergraduate Use of Language in Calculus. synthesis of these major approaches. Second, it is the intent to develop a research methodology that can be adapted for classroom use. Recent work by Li-Ping Ma has called attention to the ideas of depth and connectivity of mathematical knowledge. The PI hopes to develop a blend of qualitative and quantitative methods that can be used to analyze the depth and connectivity of a student's mathematical knowledge. With the current affordability of powerful computers, there has been a new push to use computer analysis to gain insight into qualitative data. Existing software like Sacks Conversation Map and Krackplot of social network theorists will be evaluated for use in the math education setting, and new software will be developed as necessary. Third, the research results will be disseminated not only using the traditional avenues of conferences and published papers, but also over the Internet in a web-searchable database. The PI has considerable experience in such projects and already runs two such servers: one is a database of educational resources for the national community of Treisman workshop leaders and another one holds for math and statistics education papers for the Special Interest Group on Undergraduate Math Education of the MAA. Among the indexed and posted contents will be classroom instruments along with examples of student work. As a final benefit, student research assistants will play important roles in the research, either graduate students or motivated advanced undergraduates. The experience will be designed to cultivate an interest in math education in the math majors chosen to work on the project, with an eye towards encouraging them to pursue careers in math teaching or math education research. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Hsu, Eric San Francisco State University CA Sonia Ortega Standard Grant 50000 7174 SMET 9179 0105000 Manpower & Training 0129342 September 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Texas Health Science Center San Antonio TX Earnestine Psalmonds Fellowship 28500 7172 SMET 9179 0000099 Other Applications NEC 0129343 October 1, 2001 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None Nova Southeastern University FL Earnestine Psalmonds Fellowship 98500 7172 SMET 9179 0000099 Other Applications NEC 0129344 August 15, 2001 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None Sonoma State University CA Earnestine Psalmonds Fellowship 98500 7172 SMET 9179 0000099 Other Applications NEC 0132132 January 1, 2002 Integrated Coastal Management Sustainability Education Project. The Integrated Coastal Management Sustainability Education Project is designed to help insure that future practitioners of coastal management are well prepared to address the lack of sustainability of environmental management processes in South-East Asia. In order to meet this goal, the results from an ongoing research project which focuses on process sustainability will be translated into educational materials, imbedded into an ongoing distance learning program and disseminated to the public over the Internet. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Christie, Patrick University of Washington WA Sonia Ortega Standard Grant 50000 7174 SMET 9179 0105000 Manpower & Training 0135236 October 1, 2001 Biology and Excellence for Science Teachers (BEST). PROJECT SUMMARY The Biology and Excellence for Science Teachers (BEST) program is an expansion of a NSF -PSFMETE funded program, Engaging Students in Ecological Research, a pilot program that was launched in Summer 2000 by Dr. Lidia Yoshida. The BEST program is a teacher development program designed to improve the biological science curriculum in urban underrepresented schools. The goals are to improve science teachers' knowledge-base and update them in content, techniques and issues in science, to train teachers in the use of computers to prepare lessons for their classes and to further facilitate communication between science teachers within Los Angeles and Orange County through the Internet and ongoing science educational program activities. Workshops will be offered during the academic year with lectures and inquiry-based laboratories topics such as genetics, molecular biology, ecology, evolution and techniques in investigation and experimentation to high school and intermediate school teachers. Teachers will develop interactive lessons with laptop computers in the laboratory and will the have the opportunity to borrow the computers and LCD projectors for use in their classrooms. These lessons will be made available on-line where a website will be maintained for participants to share program information, resources and laboratory activities. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Yoshida, Lidia University of California-Irvine CA Sonia Ortega Standard Grant 50000 7174 SMET 9179 0105000 Manpower & Training 0135733 September 15, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of South Florida FL Earnestine Psalmonds Fellowship 290000 7172 SMET 9179 0000099 Other Applications NEC 0135734 October 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Akron OH Earnestine Psalmonds Fellowship 150000 7172 SMET 9179 0000099 Other Applications NEC 0135735 October 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Northern Illinois University IL Earnestine Psalmonds Fellowship 60500 7172 SMET 9179 9178 0000099 Other Applications NEC 0135736 October 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Texas Southwestern Medical Center at Dallas TX Earnestine Psalmonds Fellowship 316000 7172 SMET 9179 7172 0000099 Other Applications NEC 0135996 October 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Rau, Alexander Rau, Alexander V VA Gisele T. Muller-Parker Fellowship 92966 7172 SMET 9179 9178 0000099 Other Applications NEC 0135997 October 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Guinnee, Meghan Gannon, Meghan A CO William J. Hahn Fellowship 52200 7172 SMET 9179 0000099 Other Applications NEC 0136800 October 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None California Polytechnic State University Foundation CA Earnestine Psalmonds Fellowship 99500 7172 SMET 9179 7172 0000099 Other Applications NEC 0136879 December 1, 2001 Establishing a Partnership Laboratory. The goal of this PFSMETE Start-Up Grant proposal is to establish a Partnership Laboratory within the framework of the UCSF SEP that will make discoveries and build knowledge about how collaborations between the scientific and education communities can improve and articulate K-20+ science education. This Partnership Laboratory will not be a separate, independent entity, but rather a scholarly research and evaluation effort integrated with SEP's existing professional development and partnership programs in science education, thereby institutionalizing partnership research efforts. The two major goals of establishing a Partnership Laboratory are: To build knowledge of scientist-teacher partnership by expanding and transforming PFSMETE-initiated partnership research by I) analyzing the correlation between scientist- teacher partnership outcomes and different programmatic models of partnership, 2) beginning an investigation of K-12 student outcomes that result from scientist-teacher partnerships, and 3) examining the influence of partnership experiences on the career trajectories of scientists and teachers. To cultivate a partnership research community by 1) founding a Partnership Collaborative Inquiry Group of veteran SEP scientists and teachers who engage in on-going partnership action research, 2) involving scholars and practitioners from the fields of science and education research as Partnership Research Advisors, and 3) convening Partnership Collaborative Inquiry Group members, Partnership Research Advisors, and the SEP Staff semi- annually at Research Retreats to analyze research questions, methodological strategies, data analysis, and interpretation of fmdings. The effort will not only result in the establishment of a Partnership Laboratory, but also begin to build an academic discipline ofK-20+ Education Partnership, the study of collaboration between teachers and practitioners to increase the quality and authenticity of subject area education for all students. In addition, although the proposed efforts are focused on science education partnerships specifically, they have the potential for informing and promoting the development of partnerships in many disciplines. As such, these studies of scientist-teacher partnership will be of national interest, and documentation of these efforts and synthesis of fmdings will be disseminated through presentation at scientific and educational conferences, with the eventual goal of publication in journal articles and compilation into a partnership handbook. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Tanner, Kimberly University of California-San Francisco CA Carolyn L. Piper Standard Grant 50000 7174 SMET 9179 0105000 Manpower & Training 0137658 October 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Mukamel, Eran Mukamel, Eran A NY Earnestine Psalmonds Fellowship 28500 7172 SMET 9179 0000099 Other Applications NEC 0138624 April 1, 2002 Partnerships for Math, Science and Engineering Instruction through Computer Visualization. This program aims to energize 6th-8th grade students in two middle schools within two St. Louis school districts, about math, science, and engineering through experimentation and computer visualization. Ten teaching teams with specific areas of expertise will be formed, consisting of a GK-12 Fellow, a UGTA, a K-12 teacher and a Washington University faculty member. Each team will develop a teaching module in conjunction with K-12 teachers in a K-12 subject area related to the research interests of the students. A team will rotate through four classrooms during each year and since each project is multidisciplinary, teaching teams will be expected to draw on the expertise of other teams as necessary. This program will achieve the maximum leverage possible by ensuring that each student has an opportunity to develop a depth of knowledge in at least four areas and learn how each is strongly tied to the other disciplines. Faculty from the Washington University Department of Education will develop and implement a GK-12 Teaching Workshop to instruct the teaching teams so that they will have a more effective interaction with the students. The GK-12 Fellows will be selected from diverse backgrounds and in addition to classroom activities will act as role models to the students, potentially influencing them to consider math, science, or engineering as career options. This project is receiving partial support from the Directorate for Engineering. GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Truman, Kevin Hiroaki Mukai Shirley Dyke Ruth Okamoto Vallarie Jones Washington University MO Sonia Ortega Continuing grant 1569281 7179 1360 SMET 9179 7179 0000099 Other Applications NEC 0139089 May 1, 2002 "GK-12" Project SCORE: NSF Graduate Teaching Fellows/Teacher Partnership for Science Curriculum Enhancement in the Fort Worth Independent School District. This GK-12 project is a collaboration between the Fort Worth Independent School District and the University of North Texas Health Science Center (UNTHSC). The project will train and support biomedical science graduate students as resources for the district's high school biology students and teachers. The four participating schools serve predominantly minority students and the overall goal is to encourage entry of these students into science careers. The primary objectives of the project are to: 1) increase understanding of science and science processes in the Fort Worth educational system and 2) train biomedical science graduate students to function as resources for 9th and 10th grade biology classes. These goals will be met by: 1) adding to the science content of the District curriculum; 2) promoting understanding of science through age-appropriate inquiry-based experiences; 3) exposing students to science and science-related health and medical research careers relevant to specific topics in the districts' biology curriculum; 4) developing a science web-directory and promoting the use of the internet based materials relevant to the curriculum; 5) creating research teams of UNTHSC faculty mentors, teachers and fellows to work with the school districts on science fair and research projects; (6) enhancing teaching mentoring and communication skills of Fellows; 7) conducting training and professional teacher development workshops in learning, pedagogy, biotechnology and new scientific discoveries; and 8) strengthening existing partnerships of outreach and enrichment programs among UNTHSC faculty, Fellows and Fort Worth Teachers. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Reeves, Rustin Victoria Rudick Robert Kaman University of North Texas Health Science Center at Fort Worth TX Sonia Ortega Continuing grant 1507162 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0139108 August 1, 2002 UAB NSF GK-12 Graduate Teaching Fellows in K-12 Education. As part of an effort to increase science literacy in the schools and community involved, this project builds on a number of ongoing outreach programs between the University and the school district and includes involvement of informal science resources (the McWane Science Center). Fellows work with a wide variety of people of varying ages, backgrounds and interests. The program is modified to accommodate first year, middle year or capstone students (fellows completing their final year of work) to take full advantage of their abilities and to meet their varying needs. Fellows are prepared to work in the classroom through a seminar providing an overview of learning theory and pedagogy that includes two observations of K-12 students in an informal science setting, two observations in a K-12 classroom, presentation of a science demonstration and one session assisting a mentor teacher. Fellows are then offered a variety of opportunities to establish a partnership with a teacher and work directly in the classroom helping to implement science standard related materials. ENHANCING HUMAN PERFORMANCE GRAD TEACHING FELLOWS IN K-12 CROSS-DIRECTORATE ACTIV PROGR POP & COMMUNITY ECOL PROG DGE EHR Wyss, J.Michael Stephen Hajduk David Radford University of Alabama at Birmingham AL Sonia Ortega Continuing grant 1720043 7266 7179 1397 1182 SMET 9179 9177 9150 7179 0000099 Other Applications NEC 0139126 May 1, 2002 GK-12 UMBC Teaching Enhancement Partnership Project. The UMBC Teaching Enhancement Partnership Project (TEPP) will organize and lead a university-middle school partnership with 5 local, high-needs middle schools in order to support and enhance mathematics and science instruction of underrepresented middle school youth in the greater Baltimore area. Twenty-five graduate and advanced undergraduate student Fellows with majors in information systems, computer science, engineering, mathematics, and natural sciences will be recruited and selected from UMBC. One graduate student and five undergraduate students will be placed in each of the five middle schools to support teachers in the classroom and in co-curricular activities. Participating teachers will provide leadership to Fellows in instruction and classroom management, exposing them to the rewards of teaching in the K-12 public school system. Teachers will also participate in a continuous and sustained professional development efforts designed to enhance their understanding of mathematics and science concepts, and to introduce them to IT and inquiry-based instruction through UMBC sponsored seminars and courses. An emphasis will be placed on information technology (IT) as a tool for the enhancement of teaching and learning in science and mathematics. GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Sokolove, Phillip Charles Eggleton John Martello University of Maryland Baltimore County MD Sonia Ortega Continuing grant 1436181 7179 1360 SMET 9179 7179 0000099 Other Applications NEC 0139149 May 1, 2002 NSF Graduate Teaching Fellows Program of the Duke University Marine Laboratory. a. Project Title: NSF Graduate Teaching Fellows Program of the Duke University Marine Laboratory b. Institution: Duke University Marine Laboratory c. Principal Investigator: Celia Bonaventura, Ph.D., Professor of Cell Biology, Duke University Medical School and Nicholas School of The Environment and Earth Sciences Co-Principal Investigator: Michael K. Orbach, PhD, Professor of the Practice of Marine Affairs and Policy, Duke University Nicholas School of the Environment and Earth Sciences d. Number of Fellows: Nine NSF Teaching Fellows, including 3 undergraduate students, 3 masters students, and 3 pre-doctoral students e. Target Audience: The Program will focus on high school and middle school grade levels, with some activities that attract students of all ages. f. NSF-supported disciplines: Within the broad context of Coastal and Marine Environments, topics of instruction will include disciplinary and interdisciplinary aspects of biology, chemistry, physical science, earth science, ecology, environmental social sciences, mathematics, statistics and technology. Throughout all aspects of the Program, covering many scientific disciplines, we will encourage development of communication skills, including written, spoken, and graphic communications. g. Brief description of project and benefits: This proposal is submitted in response to the NSF's solicitation for Graduate Teaching Fellows in K-12 Education. The overall goal of the proposed project is to team some of the best students from Duke University's Marine Laboratory (as undergraduate and graduate Teaching Fellows) with high school and middle school students from neighboring rural public schools. This effort will be strongly supported by the Dean of Duke University's Nicholas School of the Environment and Earth Sciences, as well as an enthusiastic group of Duke faculty members and local school administrators and educators. The Duke University Marine Laboratory, staffed by Faculty of the School of the Environment and Earth Sciences, provides an outstanding setting for teacher and student training. Our program focus, Coastal and Marine Environments, includes a number of key domains that are relevant to NSF-supported science disciplines. Our project team has a broad, interdisciplinary nature, including expertise in biochemistry, marine ecology and zoology, environmental social science, integrated earth/biological/physical science and science education. We thus offer both a unique setting for science education and an excellent faculty and student support base for broad coverage of NSF-supported disciplines. The high-quality Duke students who will serve as Teaching Fellows are undoubtedly our best assets with regard to this program. Their talents and enthusiasm will be augmented by Duke faculty participants who have consistently demonstrated an exceptional interest in working with the public schools and in facilitating public school outreach for Marine Laboratory undergraduate and graduate students as a key component of their Duke experience. All of these participants will work with the Teaching Fellows and K-12 students to focus on the educational disciplines listed above. We believe one of the strongest aspects of the proposed project is the opportunity for students to pursue the in situ exploration of marine/coastal environments to which the Marine Laboratory has direct access. This unique opportunity will prove to be exciting and fun for the students who live in and near these environments. Our program will provide the inquiry-based opportunity for K-12 students in coastal areas to integrate the knowledge they have acquired about their own "backyard" into a more complete picture of the complex functioning of coastal and marine ecosystems. Our previous experience in working with the public school students in Carteret County, North Carolina, confirms this to be an approach GRAD TEACHING FELLOWS IN K-12 CROSS-DIRECTORATE ACTIV PROGR DGE EHR Bonaventura, Celia Michael Orbach John Desper Duke University NC Sonia Ortega Continuing grant 1211100 7179 1397 SMET 9179 9178 7179 0000099 Other Applications NEC 0139171 June 1, 2002 Developing Science Graduate Students into Middle Grade Science Classroom Resources. The University of North Carolina at Wilmington (UNCW) will conduct a three-year program with the New Hanover County School system to improve science education in the middle schools. A select group of science graduate students (GK-12 Fellows) from programs in chemistry, biology, earth sciences, and marine sciences will be prepared to serve as classroom resource persons for middle school teachers and students. The Science and Mathematics Education Center will serve as the management hub for the project and the liaison between UNCW and the New Hanover County School system. Other participants in the project include the Program in Environmental Studies and the Graduate School. For a three-year period, GK- 12 Fellows will be placed in all New Hanover County middle schools each year focusing on a different grade level. Year I of the project will focus on 8th grade classes, Year 2 on 7th grade classes and Year 3 on 6th grade classes. Through this partnership with New Hanover County Schools, this project will directly impact more than 5200 middle school students over the three years of which almost 2000 are minorities. In addition, over 60 middle school teachers will be directly or indirectly impacted by this project. The Science and Mathematics Education Center will maintain a website that provides a conduit between university science faculty, project staff and middle school science teachers and students. This website will provide a forum for questions and answers, the posting of project activities and a resource for database sharing. NSF fellows will receive special preparation in teaching science as inquiry and in using technology in instruction. Scientific instruction will be organized thematically for each grade level addressing the following four program strands: the nature of science, science as inquiry, science and technology, and science in social and personal perspectives. UNCW faculty will serve as the instructional staff for eight-day workshops each summer for GK-12 Fellows and selected middle school science teachers. These workshops will focus on policy regulations for working in K-12 schools, school safety, pedagogy instruction, and creation of a curriculum-sequencing guide that is aligned with the North Carolina Standard Course of Study for Middle Schools. Weekly seminars taught by UNCW science faculty will develop specific inquiry-based activities for each grade level according to the sequencing guide. Fellows will spend 10 hours per week over 36 weeks in middle school classrooms assisting classroom teachers with science lesson selection, setup, and demonstration. Participating middle school teachers will serve as resource persons to non-participant, in-service teachers within their schools, and along with GK-12 Fellows, develop and teach two, grade-specific day long workshops during the school year. In addition, program participants will develop a grade-specific activity book for distribution to all middle school teachers. Participating middle school teachers and selected GK-12 Fellows will also serve as workshop leaders each summer for new cohorts of Fellows and teachers. ENHANCING HUMAN PERFORMANCE GRAD TEACHING FELLOWS IN K-12 CROSS-DIRECTORATE ACTIV PROGR DGE EHR Harris, W. Burleigh Karen Shafer University of North Carolina at Wilmington NC Sonia Ortega Continuing grant 1262880 7266 7179 1397 SMET 9179 7179 0000099 Other Applications NEC 0139272 June 1, 2002 GK-12:Science, Technology, Engineering and Mathematics UMass K-12 Connections (STEM Connections). The project will provide science teachers in the middle schools in the Springfield, Massachusetts school district with opportunities to acquire science content knowledge and training in inquiry and project-based teaching, including the opportunity to conduct research as a part of a team with GK-12 Fellows, and UMass faculty. The Fellows and faculty will gain an understanding of the needs and culture of the schools, laying the foundations for future collaborations. The project will provide Fellows with increased experience in effective pedagogical approaches, and will also provide a diverse population of middle school students with role models and mentors. Middle school teachers in a master's degree program will work in teams (six in all) consisting of a UMass faculty participant, two GK-12 Fellows, and up to three middle school teachers) on the implementation of research projects with theirs school students. STEM Connections will start with summer workshops for the Fellows and teachers. Teams will then work together for two semesters in a course focused on teacher learning of project-based instruction while concomitantly developing similar projects with middle school students. This project is receiving partial support from the Directorate for Engineering. GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Tyson, Julian Morton Sternheim Kathleen Davis University of Massachusetts Amherst MA Sonia Ortega Continuing grant 1548046 7179 1360 SMET 9179 7179 0000099 Other Applications NEC 0139299 August 1, 2002 NSF GRADUATE TEACHING FELLOWS IN K-12 EDUCATION (GK-12): Preparing Science Graduate Students to Meet the Challenges of K-12 Education. This goal of this program by Florida State University and the Leon County School District is to increase the number of science professionals who are prepared and willing to make meaningful contributions to science and mathematics activities in grades K-8. Graduate fellows engage in extensive learning to prepare them to become valuable classroom resources for K-12 teachers and students. Topics of study include an overview of child development, assessment techniques, state and national science standards, and how students learn. Following this preparation, Fellows will co-teach with selected K-8 teachers. Fellows also participate in district summer school enrichment classes and summer science camp activities. This project is receiving partial support from the Directorate for Mathematics and Physical Sciences EAPSI GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Cottle, Paul Penny Gilmer Donald Foss D. Ellen Granger William Montford Florida State University FL Sonia Ortega Continuing grant 1412755 7316 7179 1253 SMET 9179 7179 5978 5912 0000099 Other Applications NEC 0139303 March 15, 2002 GK-12 and GeoKids: Bringing Place-Based Science to Urban Philadelphia Children. This project builds on strong existing collaborations between Saint Joseph's University (SJU) science faculty and a Philadelphia museum, the Wagner Free Institute of Science (WFIS), and between WFIS staff and principals at three nearby urban Philadelphia public schools. GK-12 Fellows are M.S. candidates or advanced undergraduates studying Biology, Chemistry, or Environmental Science. Each year 4-8 Fellows will collaborate with WFIS education specialists, SJU faculty, and K-6 teachers to develop and present semester-long thematic units to students attending schools in one of Philadelphia's most underserved neighborhoods. "GeoKids" incorporates a place-based approach that uses the local environment as a resource to teach earth and life sciences, a unique and challenging learning strategy for an inner-city program. GeoKids emphasizes hands-on science, project-based learning, and development of fundamental skills such as reading, writing, and observing. The program includes annual summer workshops where Fellows, K-6 teachers, and participating SJU and WFIS educators review curriculum standards, study in appropriate content areas, and become more familiar with education issues specific to students from the target schools. Doctoral education students will collaborate with an education assessment expert in designing and administering assessment tools. Expected outcomes of the program include: development, testing, and documentation of environmentally-based lessons, K-6 teachers empowered to develop their own place-based lessons, SJU faculty and graduate students committed to enhancing science literacy, and incorporation of GK-12 program elements into existing Service Learning activities at SJU. The grant activities support efforts underway at SJU to enhance and expand the graduate programs in Chemistry and Biology. GRAD TEACHING FELLOWS IN K-12 DGE EHR Snetselaar, Karen Roger Murray Scott Mc Robert Susan Glassman Michael McCann St Joseph's University PA Sonia Ortega Continuing grant 971570 7179 SMET 9179 7179 0000099 Other Applications NEC 0139307 June 1, 2002 da Vinci Engineering Ambassadors in Classrooms. The goals of this project are: to develop modules about engineering concepts and applications for high school students; train fellows and teachers in engineering content and instructional methods; design engineering competition as capstone experience for undergraduate fellows and involve high school teachers and students in these projects; develop a virtual engineering community using WebCT software; and develop an M.S. program in engineering education. This project is being co-funded by the Directorate for Mathematical and Physical Sciences, Office of Multidisciplinary Activities. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Kazerounian, Kazem Robert Vieth Timothy Reagan University of Connecticut CT Sonia Ortega Continuing grant 1506146 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0139312 July 1, 2002 Science and Technology Enhancement Program Project STEP. Project STEP, involves graduate and undergraduate Fellows, secondary science and mathematics teachers, University of Cincinnati faculty and a graphics/web developer, working in teams to design, develop, and implement hands-on activities and technology-driven inquiry-based projects which relate to the students' community issues, as vehicles to teach science and math skills. Activities will be incorporated into lessons, demonstrations, laboratory exercises, individual and group projects, and field experiences to enable middle and high school students to directly experience authentic learning practices that requires them to use higher-order thinking skills; encourage creative problem-solving skills that require collaborative learning, teamwork, writing, and presentation; cultivate an interest in service learning in which students are active participants, achieve outcomes that show a perceptible impact, and engage in evaluative reflection; and better motivate and prepare secondary school students for advanced education. The Fellows will be trained to create and implement these activities by taking an educational methods course, an advanced course in instructional technology, and by serving as teaching assistants and tutors in guiding summer academies for middle and high school students. Quantitative formative and summative evaluation will be conducted to assess the project's effectiveness on Fellows' teaching skills, its impact on middle and high school science and mathematics education, and to continually improve the program as it develops. This project is receiving partial support from the Directorate for Engineering. GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Kukreti, Anant Richard Miller Thaddeus Fowler Shafiqul Islam Suzanne Soled University of Cincinnati Main Campus OH Sonia Ortega Continuing grant 1532000 7179 1360 SMET 9179 9177 7218 7179 0000099 Other Applications NEC 0139313 June 1, 2002 GK-12 Lowcountry Science Partners for Inquiry Teaching and Learning. The goal is to engage K-12 classrooms in inquiry teaching and learning and create a culture of cooperation between the scientific community and the classroom. The graduate student fellows will bring their discoveries and excitement for investigation into classrooms to improve content knowledge and provide opportunities for inquiry learning for teachers and students. Graduate students will participate in courses, reflective seminars and classroom experiences to provide them with the knowledge of learning processes and opportunities to encourage and support inquiry learning related to their research interests. Cooperating teachers will participate in summer seminars, research internships and reflective seminars. As a team, the fellows and teachers will design and implement lessons designed to spark the interest of students in science and related careers. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 POP & COMMUNITY ECOL PROG DGE EHR Van Sickle, Meta Carol Tempel Medical University of South Carolina SC Sonia Ortega Continuing grant 1513373 9150 7179 1182 SMET 9179 9177 9150 7179 0000099 Other Applications NEC 0139324 May 1, 2002 GK-12: Sensors!. The University of Maine (UMaine) College of Engineering proposes to partner with Bangor High School (BHS) to develop a model university/K-12 partnership based on the disciplinary theme of sensors. The proposed model integrates education and research for the benefit of BHS students and teachers, and graduate and advanced undergraduate students, and faculty, within the College of Engineering at UMaine. GK-12 Sensors! will involve faculty and students from the chemical, biological, electrical, computer, mechanical, civil/environmental, and spatial information engineering programs at the University of Maine. Five advanced undergraduate and ten graduate students will serve as GK-12 Sensor Fellows. Faculty members recognized for their teaching and research expertise in sensor-related areas will represent each of the major Engineering programs at UMaine. High school teachers and students will benefit from the integration of cutting-edge, standards-based STEM content within a variety of classes and extramural activities such as students competitions. Undergraduate and graduate students, and faculty will gain an understanding of the challenges and opportunities of K-12 education, while improving their communication and teaching skills. Industry involvement is also a key component of the proposed program. A variety of technologies, including ATM, as well as traditional media and presentations will disseminate "best practices" from GK-12: Sensors! across Maine and the nation. This project is receiving partial support from the Engineering Directorate. EXP PROG TO STIM COMP RES ENHANCING HUMAN PERFORMANCE GRAD TEACHING FELLOWS IN K-12 WESTERN EUROPE PROGRAM CROSS-DIRECTORATE ACTIV PROGR HUMAN RESOURCES DEVELOPMENT DGE EHR Vetelino, John Stephen Godsoe Constance Holden University of Maine ME Sonia Ortega Continuing grant 1686114 9150 7266 7179 5980 1397 1360 SMET 9179 9150 7179 5936 5920 0000099 Other Applications NEC 0139325 June 1, 2002 GK-12: A Blueprint for Integration of High School & Middle School Science and Mathematics: The Virtual Science Laboratory. The program aims to help improve articulation between high school mathematics and science courses and between middle and high school science courses. It capitalizes on existing programs and partnerships between the schools and Boston University and the technology already present but underutilized in the schools. The fellow-teacher teams are combining virtual models and existing software (such as Biologica or MathSoft Study Works) with hands on data collection to enhance student understanding of concepts in the state science standards. The Fellows' understanding of classroom practice is enhanced through participation in a teacher enhancement summer workshop that precedes their work with their teacher team members and their classroom experience, and participation during the year in a GK-12 seminar series and specifically designed education courses. The project includes work with Fellow faculty advisors to help them understand the potential benefits to their students and specific efforts by the evaluation team to explore ways to ensure sustainability of the project. This project is receiving partial support from the Directorate for Mathematics and Physical Sciences GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Stanley, H. Eugene Morton Hoffman Mary Shann David Campbell Douglas Sears Trustees of Boston University MA Sonia Ortega Continuing grant 1543646 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0139335 September 1, 2002 GK-12 K-Through-Infinity Systemic Initiative. The goals of this KTI-S project are to: enhance the professional development of the participating fellows and teachers; enhance science and mathematics capabilities and enthusiasm among the populations served; and investigate the effectiveness of the methods used. The project builds on and expands the K-Through-Infinity Professional Development Partnership (KTI-P), a prior GK-12 project. Four different educational environments are included: a metropolitan science museum that serves urban Milwaukee schools; a local public school district revising its science and mathematics curricula and pedagogy; a local private K-16 school organization seeking to integrate its science curriculum; and a new District of Columbia Charter School that is working with UW-Madison researchers to develop its science curriculum. The key element of our approach is a robust concept of team design developed during our first GK-12 project and implemented in many different settings. Fellows and teachers work with university and school district resources to develop new curricula and relevant, cutting edge materials coming out of research, map the standards to these products, and then implement them in classroom learning environments. Some fellows work intensively with a small number of teachers and classrooms, while others work with a larger number of teachers through such mechanisms as summer institutes and degree programs, and then follow those teachers back into multiple classrooms in different schools and even different districts and states. The KTI-S teams work in ways aligned with school, district and state resource allocations. KTI-S takes advantage of the four distinct educational settings and the extensive and intensive evaluation activities included to encourage Fellows, teachers and project staff to reflect on a larger question: how can team activities in very different settings be aligned with district, state, and university resources to most effectively help K-12 students learn, and experience the excitement of, science and mathematics, and in ways that provide fellows valuable K-12 classroom experience. GRAD TEACHING FELLOWS IN K-12 DGE EHR Smith, Leslie Nicola Ferrier Eileen Callahan University of Wisconsin-Madison WI Sonia Ortega Continuing grant 1608827 7179 SMET 9179 7179 0000099 Other Applications NEC 0139336 May 1, 2002 The Virginia Center for Urban Education at Old Dominion University: Engineering Graduate Fellows and Master Teachers for Grades 4 - 5. Old Dominion University (ODU) in collaboration with Norfolk Public Schools, Portsmouth City Public Schools and the Virginia Space Grant Consortium, seek to enhance existing resources for mathematics and science teachers and provide opportunities for graduate students to work with teachers from these two urban school districts. The program will allow ODU to place graduate students from the College of Engineering into 4th and 5th grade classrooms to support specially designated Master Teachers. The program will be integrated through the ODU College of Education, Center for Urban Education, Professional Development Schools (PDS) program which fosters joint inquiry into research problems by reviewing and revising curricula: drawing on shared expertise, co-teaching experiences; and through sharing insights with colleagues in the educational community. Teaching Fellows and Master Teachers will collaborate in this atmosphere through four professional development seminars designed to address applied mathematics, problem-solving, gender equity and inquiry based instruction in science, technology, engineering, and mathematics (STEM) education. Hands on classroom activities, focused on inquiry and teamwork, will incorporate the Lego Control Laboratory as the tool to introduce elements of modern technology into the classroom. This project is receiving partial support from the Directorate for Engineering. ENHANCING HUMAN PERFORMANCE GRAD TEACHING FELLOWS IN K-12 CROSS-DIRECTORATE ACTIV PROGR HUMAN RESOURCES DEVELOPMENT DGE EHR Williamson, Keith John Adam Mary Sandy Robert Lucking Martha Sharp Old Dominion University Research Foundation VA Sonia Ortega Continuing grant 1408361 7266 7179 1397 1360 SMET 9179 7179 0000099 Other Applications NEC 0139347 August 1, 2002 GK-12: An Interactive Program Linking Graduate Fellow in Environmental Science with K-12 Students and Teachers. The goal of the program is to provide K-12 teachers and students with recent knowledge and innovative learning activities in the areas of biology, environmental science, aquatic science, geology, meteorology, and oceanography and to relate these topics to the impacts of environmental change on Texas habitats and residents. The school districts involved range from 1 to 17% limited English proficiency, from 23 to 47% economically disadvantaged, and from 12 to 65% minority. This project emphasizes field research for students and teachers and builds on three existing programs between The University of Texas at Austin and local school systems from the Texas coast to the State's interior: The Marine Science Institute's Study of Arctic Change, The Institute for Geophysics' Adopt a School, Teachers in the Field, and the Environmental Science Institute's Outreach Lecture Series. Special features of the program include numerous field activities for K-12 students and teachers led by Graduate Fellows, summer workshops for teachers focused on developing content knowledge in targeted interdisciplinary subjects aligned with State educational standards and goals, joint participation by teachers and Graduate Fellows at local and regional science conferences, and building partnerships between undergraduate science and mathematics students seeking teaching certification with Graduate Fellows and K-12 teachers. This project receives partial support from the Geoscience Directorate. GRAD TEACHING FELLOWS IN K-12 EDUCATION/HUMAN RESOURCES,OCE CROSS-DIRECTORATE ACTIV PROGR DGE EHR Dunton, Kenneth Katherine Ellins James Barufaldi Ian Dalziel Jay Banner University of Texas at Austin TX Sonia Ortega Continuing grant 1821537 7179 1690 1397 SMET 9179 7179 0000099 Other Applications NEC 0139348 September 1, 2002 University of South Florida: Students, Teachers, And Resources in the Sciences (STARS), An NSF GK-12 Fellows Project. This USF/NSF STARS GK-12 project focuses on K-5 students. The objective is to engage graduate and senior level undergraduate students in the challenge of infusing engineering and science principles in such cutting edge areas as nanotechnology, optics, and advanced manufacturing into the elementary school environment. The partnerships involve five area elementary schools, three of which predominantly serve minority students. 15 graduate and undergraduate students from diverse ethnic backgrounds will be selected as Fellows. Fellows will be trained in both pedagogy and in communication skills. The project will work closely with the School District science and mathematics coordinators and the school principals in developing and implementing a plan to help the Fellows become valuable resources to the teachers. In addition to a stipend, each mathematics and science teacher will also participate in professional development scheduled for the summer of each year. As part of the professional development, teachers will have the opportunity to participate in research experiences with researchers in engineering and the sciences. GRAD TEACHING FELLOWS IN K-12 DGE EHR Okogbaa, O. Geoffrey Tapas Das Ashok Kumar Brenda Townsend Grisselle Centeno University of South Florida FL Sonia Ortega Continuing grant 1675000 7179 SMET 9179 7179 0000099 Other Applications NEC 0139357 April 15, 2002 Graduate Teaching Fellows (GK-12) for South Mississippi. This award provides funding for the University of Southern Mississippi (USM) to develop a GK-12 program. This program will provide fellowships for twelve graduate students per year to work with K-12 teachers in six south Mississippi school districts. Fellows will be selected from the graduate programs in biology, chemistry, geology, mathematics, physics and polymer science. Each Fellow will pair with a K-12 teacher and a university mentor to develop and implement standards-based activities and lessons that will be integrated into the mathematics and science curriculum. The USM's Center for Science and Mathematics Education (CSMEd) will serve as the coordinating unit for the project. When taken as a whole, the school districts involved include a population of students that is representative of the state, approximately 51% African American, 48% White, and 1% Other. The plan for the GK-12 program includes a summer workshop to bring teachers and Fellows together for planning, weekly seminars for Fellows during the school year, joint meetings for all participants (university faculty, Fellows and teachers) at least once during each semester, professional development opportunities for the teachers, and travel for teachers and Fellows to science outreach centers (science museums, zoos, aquaria), and local, regional, and national conferences. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 DGE EHR Ross, Susan University of Southern Mississippi MS Sonia Ortega Continuing grant 1709664 9150 7179 SMET 9179 9150 7179 0000099 Other Applications NEC 0139365 April 15, 2002 LetÆs Explore Applied Physical Science (LEAPS). Faculty members from the physics, chemistry and engineering departments at the University of California at Santa Barbara are collaborating with teachers in the Santa Barbara School District to improve articulation of hands-on, minds-on learning in physical sciences in the middle grades. This program builds on existing teacher and school outreach efforts of these departments. Fellows are selected from outstanding research-experienced graduate and undergraduate students in the participating departments. Teachers are selected from those who already have interacted with the university through participation in such outreach programs as Research Experience for Teachers. Activities to be designed and implemented by the teacher/fellow teams are based on the California State Standards. A grade appropriate model for small group investigation of physical science concepts is being developed, pilot tested and disseminated. This project is receiving partial support from the Directorate for Mathematics and Physical Sciences. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Gwinn, Elisabeth Fiona Goodchild Jean Carlson Anthony Cheetham University of California-Santa Barbara CA Sonia Ortega Continuing grant 1384836 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0139372 July 1, 2002 Integrating Biotechnology and Ecology into Science Education in Rural Schools in Oregon. The goal of our Rural Science Ed. program is to offer rural schools in Oregon the opportunity to provide advanced and innovative inquiry-based science education to their students through a partnership with the academic community at Oregon State University. In our program, trained NSF Fellows from Oregon State University, in collaboration with Teacher Mentors from participating rural schools, will develop inquiry-based science curricula that meet the needs of middle and high school children in Oregon. The curricula will include simple and innovative experiments that integrate advances in biotechnology and ecology to encourage critical thinking about the impacts of agriculture on the environment, and the implications of advanced scientific research on human lives. Twelve NSF Fellows, 6 graduates and 6 undergraduates from Oregon State University, will be selected from the disciplines of Entomology, Botany & Plant Pathology, Horticulture, Crop & Soil Science and Science and Math Education. One graduate and one undergraduate will work as an NSF Fellow Team in each classroom. Each Fellow's program will consist of the following activities: on-campus instruction in science and rural education provided by the Department of Science & Math Education, provision of year long science education in participating schools, involvement in outreach activities of Oregon State University such as 4-H, Science & Math Investigative Learning Experiences, and Museum Days, and year-end evaluation of the program. Science teachers from participating schools will serve as Teacher Mentors for NSF Fellows to facilitate development of experiments that complement existing science curricula. Videos and web pages will be developed for experiments conducted for future use by science teachers in Oregon. The program will be evaluated using 'before' and 'after' quizzes in the classroom, and term and year-end evaluations by K 12 students, Teacher Mentors and NSF Fellows. K-12 student will benefit by hands-on experience in scientific research using live material and exposure to current scientific ideas and advanced technology to make them more competitive and better prepared for later schooling. The partnership will better equip Teacher Mentors for providing advanced scientific inquiry based science instruction in the future. Besides obtaining a stipend for their programs, NSF Fellow will benefit by the hands-on teaching experience that they will gain in the classroom. The program will enable Oregon Styate University professionals to recruit high quality graduate students, provide teaching experience to complement research experience that students can acquire on campus, and form partnerships with Oregon schools for extending science education. GRAD TEACHING FELLOWS IN K-12 POP & COMMUNITY ECOL PROG DGE EHR Rao, Sujaya Lynn Royce Kenneth Johnson Edith Gummer Oregon State University OR Sonia Ortega Continuing grant 1318079 7179 1182 SMET 9179 9177 7179 0000099 Other Applications NEC 0139378 September 1, 2002 GK12: Partnerships Involving the Scientific Community in Elementary Schools (PISCES): Graduate Teaching Fellowships in K-12 Education. The project interacts with and expands PISCES, a district-based, community-supported elementary improvement program for grade K-6 in 14 districts in San Diego County, Arctic Alaska, and La Paz, Baja California Sur, Mexico. Fellows and teachers together develop hands on science experiences using standard school district kits (e.g. FOSS). Educational features include summer and school year on-site institutes and seminars for the fellows and cooperating teachers and extensive use of the San Diego County Office of Education's educational technology resources. GK-12 Fellows benefit from a program to help them develop good communication and teaching skills. Participating teachers benefit by having the opportunity to interact with environmental research projects in a wide variety of climatic, biotic and social/scientific conditions. EAPSI GRAD TEACHING FELLOWS IN K-12 AMERICAS PROGRAM ARCTIC RESEARCH AND EDUCATION ARCTIC RESRCH SUPPRT & LOGISTI POP & COMMUNITY ECOL PROG DGE EHR Oechel, Walter Nancy Taylor Donna Ross San Diego State University Foundation CA Sonia Ortega Continuing grant 1657500 7316 7179 5977 5208 5205 1182 SMET 9179 9177 7179 5977 0000099 Other Applications NEC 0139570 June 1, 2002 GK-12: Inquiry and Innovative Thinking by Design. This is an interdisciplinary program to teach mathematics, science and technology at middle schools in Arkansas. The approach is based on a "learning through doing" paradigm, using the theme of optic and electronic concepts in everyday life. Goals are to be achieved by creating (teaching) teams consisting of graduate fellows, school teachers, university faculty, administrators, and parents of students. This project is being co-funded by the Directorate for Mathematical and Physical Sciences, Office of Multidisciplinary Activities. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Hobson, Arthur Gregory Salamo Gay Stewart Denise Airola Ronna Turner University of Arkansas AR Sonia Ortega Continuing grant 1549477 9150 7179 1253 SMET 9179 9150 7179 1359 0000099 Other Applications NEC 0196128 October 1, 2000 NSF-PFSMETE. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Todd, John Bowling Green State University OH Sonia Ortega Fellowship 51558 7174 0105000 Manpower & Training 0202337 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Chicago IL William J. Hahn Fellowship 7330884 7172 SMET 9179 0000099 Other Applications NEC 0202338 November 15, 2001 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None Wayne State University MI Earnestine Psalmonds Fellowship 91238 7172 SMET 9179 0000099 Other Applications NEC 0202339 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Columbia University NY Earnestine Psalmonds Fellowship 4508974 7172 SMET 9179 0000099 Other Applications NEC 0202340 December 1, 2001 Graduate Research Fellowship Program. EAPSI GRADUATE FELLOWSHIPS ENGINEERING EDUCATION DGE EHR None, None University of Michigan Ann Arbor MI Earnestine Psalmonds Fellowship 13638615 7316 7172 1340 SMET 9179 7172 0000099 Other Applications NEC 0202736 December 1, 2001 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None University of North Carolina at Chapel Hill NC Earnestine Psalmonds Fellowship 3980800 7172 SMET 9179 0000099 Other Applications NEC 0202737 November 1, 2001 Graduate Research Fellowship. GRADUATE FELLOWSHIPS HUMAN RESOURCES DEVELOPMENT DGE EHR None, None Washington University MO Earnestine Psalmonds Fellowship 3155831 7172 1360 SMET 9179 0000099 Other Applications NEC 0202738 November 15, 2001 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None Yale University CT Earnestine Psalmonds Fellowship 9030499 7172 SMET 9179 0000099 Other Applications NEC 0202739 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS ENGINEERING EDUCATION DGE EHR None, None Princeton University NJ Earnestine Psalmonds Fellowship 9341120 7172 1340 SMET 9179 7172 0000099 Other Applications NEC 0202740 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of California-Davis CA Gisele T. Muller-Parker Fellowship 6540092 7172 SMET 9179 0000099 Other Applications NEC 0202741 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Arizona AZ Earnestine Psalmonds Fellowship 3873577 7172 SMET 9179 0000099 Other Applications NEC 0202742 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of California-San Diego CA Earnestine Psalmonds Fellowship 6674724 7172 SMET 9179 0000099 Other Applications NEC 0202743 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Johns Hopkins University MD William J. Hahn Fellowship 3019120 7172 SMET 9179 0000099 Other Applications NEC 0202744 November 15, 2001 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Wisconsin-Madison WI Earnestine Psalmonds Fellowship 8898576 7172 SMET 9179 0000099 Other Applications NEC 0202745 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS ENGINEERING EDUCATION DGE EHR None, None Massachusetts Institute of Technology MA William J. Hahn Fellowship 29219520 7172 1340 SMET 9179 7172 0000099 Other Applications NEC 0202746 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS HUMAN RESOURCES DEVELOPMENT ENGINEERING EDUCATION DGE EHR None, None Duke University NC Earnestine Psalmonds Fellowship 7580376 7172 1360 1340 SMET 9179 7172 0000099 Other Applications NEC 0202748 November 15, 2001 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None Cornell University NY Earnestine Psalmonds Fellowship 10330011 7172 SMET 9179 0000099 Other Applications NEC 0202749 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS WORKFORCE ENGINEERING EDUCATION DGE EHR None, None University of California-Berkeley CA William J. Hahn Fellowship 38900000 7172 1713 1340 SMET 9179 7172 0000099 Other Applications NEC 0202750 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of California-Los Angeles CA Earnestine Psalmonds Fellowship 7479157 7172 SMET 9179 0000099 Other Applications NEC 0202751 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Texas at Austin TX Earnestine Psalmonds Fellowship 6185695 7172 SMET 9179 0000099 Other Applications NEC 0116000 Human Subjects 0202753 November 15, 2001 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Illinois at Urbana-Champaign IL Earnestine Psalmonds Fellowship 5732154 7172 SMET 9179 0000099 Other Applications NEC 0202754 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS ENGINEERING EDUCATION DGE EHR None, None University of California-San Francisco CA Gisele T. Muller-Parker Fellowship 8535263 7172 1340 SMET 9179 0000099 Other Applications NEC 0202755 December 15, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS WORKFORCE ENGINEERING EDUCATION DGE EHR None, None Stanford University CA William J. Hahn Fellowship 26612450 7172 1713 1340 SMET 9179 7172 0000099 Other Applications NEC 0202756 December 15, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS ENGINEERING EDUCATION DGE EHR None, None Harvard University MA William J. Hahn Fellowship 29107571 7172 1340 SMET 9179 7172 0000099 Other Applications NEC 0202757 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS WORKFORCE HUMAN RESOURCES DEVELOPMENT ENGINEERING EDUCATION DGE EHR None, None GA Tech Research Corporation - GA Institute of Technology GA Earnestine Psalmonds Fellowship 10451200 7172 1713 1360 1340 SMET 9179 7172 1713 0000099 Other Applications NEC 0202758 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Colorado at Boulder CO Earnestine Psalmonds Fellowship 3840894 7172 SMET 9179 0000099 Other Applications NEC 0202759 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of California-Santa Barbara CA Earnestine Psalmonds Fellowship 5543600 7172 SMET 9179 0000099 Other Applications NEC 0203031 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Washington WA Earnestine Psalmonds Fellowship 8574350 7172 SMET 9179 0000099 Other Applications NEC 0203032 December 1, 2001 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS WORKFORCE DGE EHR None, None California Institute of Technology CA Earnestine Psalmonds Fellowship 9340655 7172 1713 SMET 9179 0000099 Other Applications NEC 0203225 January 15, 2002 Mathematical Cognition and Affect During Non-Routine Problem Solving. The objective of the proposed work is two?fold. At the level of the individual the objective is to advance understanding of the complexities of cognition and affect during problem?solving. The other objective is at the level of community: cognition?and?affect interaction in the context of collegiate mathematics classroom culture. In pursuing these objectives, the relationships among affect and cognition during non?routine problem solving should prove particularly important. The Proposal incorporates one of the most effective methods developed to date for research in collegiate mathematics education: research working groups involving graduate students as well as junior and senior researchers. The research methodology ensured by the make?up of the working groups is both broad: quantitative methods (e.g. survey), experimental methods (e.g. teaching experiment) and deep: qualitative methods (e.g. interview), experiential methods (e.g. case study). Investigating the relationships and causalities among what problem?solvers think of their feelings, attitudes, beliefs, and selves in mathematics and how those aspects of affect interact with cognitive efforts during problem solving would, of course, take more than the next year. What this Proposal provides for is the organizing of research working?groups around the objectives given above. One result of this cooperation will be the design, implementation, and completion of at least one pilot study. A second result will be the creation of a research design for continued work on both individual and community cognition?and?affect interaction in the various contexts of mathematics learning. At the individual?level, it is well known that significantly reducing the anxiety of a mathematically anxious student is challenging (at best, and often fails). What does show promise, however, is meta?affective self?control. Rather than insisting a student no longer feel anxious, an individuallevel pilot study would investigate ways to encourage an empowering meta?affect. Most work in this area has been at the school level. The proposed pilot?study would be at the collegiate level. A pilot study aimed at the community?level objective could offer a way to revitalize curricular reforms. Many curricular reforms in mathematics lose momentum because their "one?size fits all" approach fails to influence enough instructors. A community?level pilot study could investigate for which cognition?and?affect profiles an existing reform appears to be effective and then work through teaching experimentation and research to create several "sizes," i.e. tailor curricula for classroom and/or distance?learning formats based on the goals of the original reform efforts. The proposed avenue of research addresses one of the large issues confronting higher education today: distance learning. The format of an internet education site has, implicitly, assumptions about cognition?and?affect; i.e. a cognition?and?affect profile can be compiled from the forms and processes at a website. In many distance learning settings, the interaction of teachers and students does not disappear, but rather is made more complex by the mediation of the website (or other vehicle). This is especially so as distance learning in this country is shifting from a concern mainly with procedural knowledge to the teaching of conceptual knowledge (for example, in non?routine problem solving or theorem proving). As an area for research and development, this three?way relationship between students, teachers, and a mediating website has been little studied (in mathematics education) and is very promising. The proposed work would contribute to the foundation for future investigations of this topic. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Hauk, Shandy University of Northern Colorado CO Terry S. Woodin Standard Grant 50000 7174 SMET 9179 0204779 March 15, 2002 PFSMETE Starter Grant Proposal: Further Studies of Metacognition and Chemistry Learning. 0204779 Despite the importance of a whole spectrum of knowledge from general thinking strategies to specific content in scientists' thinking, most science instructors focus their courses only on content knowledge and neglect to equip students with appropriate thinking strategies. Thus, it is not surprising that students often gain factual and procedural knowledge, but are unable to link and use these ideas to solve novel problems, give coherent explanations, or construct a principled understanding of science. This is unfortunate because, without these abilities, science content knowledge is practically useless to students. On the other hand, understanding of the fundamental principles and thinking strategies of science fosters independent science learning and problem solving. Research in cognitive science and education illustrates that instructors can promote better understanding by explicitly teaching students to use thinking strategies that experts use implicitly. Metacognition refers to the monitoring and regulation of one's own thoughts, and includes the use of both general and domain-specific thinking strategies. An example of a general thinking strategy is evaluating new ideas by comparing them with other things you know about to see if the ideas fit together and make sense to you. A strategy that is more specific to the domain of chemistry is making connections between macroscopic observations and molecular-level explanations. Research has shown that high levels of metacognition are key for understanding ideas and for problem solving. While it is clear that metacognition contributes favorably to learning, many open questions about its specific role remain. With funding from a PFSMETE starter grant, I propose to continue my research regarding metacognition and chemistry learning. First, I propose to use funds from this starter grant to provide a bridge between my PFSMETE postdoctoral work and plans for larger-scale dissemination and study of student learning in the laboratory via the MORE Thinking Frame. Thus, a major focus of this project will be to study the use of the MORE Thinking Frame as implemented by a graduate student instructor who has never used the tool before and the student learning that results from such an implementation. Second, of the three arenas in which chemistry is taught at the college level (lecture, laboratory, and recitation), by far the most challenging context in which to promote student metacognition is that of the large lecture class. Thus, the second major focus of this project will be to develop and study instructional methods that can be used to promote student metacognition during a "lecture" period. I expect that the research and development activities of this project will result in information about how to best design and disseminate metacognitive methods and materials, including an understanding of how use of such innovative methods may be sustained in different instructional contexts; valuable professional development opportunities for graduate students involved in the project; and improved metacognitive abilities, understanding of chemistry ideas and problem solving abilities for students. Overall, the proposed research can be expected to advance understandings of methods for promoting and assessing metacognition in chemistry courses, the cognitive mechanisms underlying chemistry learning, and approaches to the design of more effective learning environments. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Rickey, Dawn Colorado State University CO Terry S. Woodin Standard Grant 49999 7174 SMET 9179 0105000 Manpower & Training 0206980 May 15, 2002 Communicating About Science: A Project to Improve Scientists' and Engineers' Communication Abilities. This project addresses the challenge of educating scientists and engineers in the professional and personal communication skills they need to meet career demands of the 21st century. The intention of the project is to address one of the nation's central concerns; the ability of scientists to engage in policy-critical communication about their work; work that is critical to the health and well being of U.S. society. Experts in communication, the rhetoric of science, instructional development, and training will work collaboratively with scientists and engineers in two areas of concern previously identified by the Committee on Science, Engineering, and Public Policy as well as others in the science community (1995); 1. Scientists and engineers; ability to communicate among themselves interpersonally and in teams, and their ability to solve problems and work across scientific and other disciplines. 2. Scientists and engineers; ability to communicate about science to larger audiences with an emphasis on lay and public constituencies and non-scientists. The two challenges will be addressed by the accomplishment of two short term objectives and one long term goal: A first short term objective is producing curriculum recommendations for the communication training of scientists and engineers; A second short term objective is developing a proposal for the National Science Foundation (NSF) Division of Graduate Education to: 1. articulate a new set of priorities and approaches to address the most effective and appropriate ways of communicating about science; and, 2. produce and disseminate communication training resources for aspiring (graduate and post-doctoral) scientists and engineers. A long term and perhaps some intrinsic goal is forming critical partnerships and building a foundation for future relationships between the communication discipline and scientists and engineers to work collaboratively on challenges in communicating about science These activities will begin with a briefing meeting to be held in November 2001 at the NCA national convention. A facilitated workshop will follow in Winter/Spring 2002 that will produce curriculum recommendations and a plan for a full grant proposal to explore possibilities for creating new communities of communication colleagues and scientists. Following the spring workshop and within the 2002 calendar year, the full grant proposal will be submitted to NSF. The proposal will focus on furthering the development of collaborative relationships between communication and science and developing training resources of various sorts to implement the curriculum recommendations. The proposal will also address the dissemination of the curriculum recommendations and training resources. IGERT FULL PROPOSALS DGE EHR Morreale, Sherwyn National Communnication Association DC Paul W. Jennings Standard Grant 42570 1335 SMET 9179 0000099 Other Applications NEC 0209264 September 15, 2002 Postdoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Pickett, Warren University of California-Davis CA Terry S. Woodin Fellowship 37200 8252 OTHR 0000 0000099 Other Applications NEC 0209406 September 1, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR McGuire, James Tulane University LA Terry S. Woodin Fellowship 49800 8252 OTHR 9150 0000 0000099 Other Applications NEC 0209408 September 1, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Lee, David Cornell University NY Terry S. Woodin Fellowship 37200 8252 OTHR 0000 0000099 Other Applications NEC 0209410 July 15, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Meisel, Mark University of Florida FL Terry S. Woodin Fellowship 46200 8252 OTHR 0000 0000099 Other Applications NEC 0209433 September 1, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Ortwerth, Beryl University of Missouri-Columbia MO Terry S. Woodin Fellowship 40800 8252 OTHR 0000 0000099 Other Applications NEC 0209459 January 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Blanchard, Gary Michigan State University MI Terry S. Woodin Fellowship 37200 8252 OTHR 0000 0000099 Other Applications NEC 0209488 September 1, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Rozners, Eriks Northeastern University MA Terry S. Woodin Fellowship 42600 8252 OTHR 0000 0000099 Other Applications NEC 0209500 June 1, 2002 PostDoctoral Fellowship: Genome Evolution in New and Ancient Polyploids. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Soltis, Douglas Pamela Soltis University of Florida FL Carolyn L. Piper Fellowship 49800 8252 OTHR 0000 0000099 Other Applications NEC 0209512 July 15, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Burns, Peter University of Notre Dame IN Terry S. Woodin Fellowship 42600 8252 OTHR 0000 0000099 Other Applications NEC 0209513 September 1, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Bejan, Adrian Duke University NC Terry S. Woodin Fellowship 37200 8252 OTHR 0000 0000099 Other Applications NEC 0209520 October 1, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Ciszkowska, Malgorzata CUNY Brooklyn College NY Terry S. Woodin Fellowship 37200 8252 OTHR 0000 0000099 Other Applications NEC 0209530 September 1, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Spear, Frank Rensselaer Polytechnic Institute NY Terry S. Woodin Fellowship 37200 8252 OTHR 0000 0000099 Other Applications NEC 0209532 July 1, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Chen, Zhan University of Michigan Ann Arbor MI Terry S. Woodin Fellowship 42600 8252 OTHR 0000 0000099 Other Applications NEC 0209543 October 1, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Gorbatikh, Larissa University of New Mexico NM Terry S. Woodin Fellowship 37200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0209549 September 15, 2002 Postdoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Previato, Emma Trustees of Boston University MA Terry S. Woodin Fellowship 37200 8252 OTHR 0000 0000099 Other Applications NEC 0209551 August 15, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Westwood, James Virginia Polytechnic Institute and State University VA Terry S. Woodin Fellowship 46200 8252 OTHR 0000 0000099 Other Applications NEC 0209555 September 1, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Locke, Bruce Florida State University FL Terry S. Woodin Fellowship 46200 8252 OTHR 0000 0000099 Other Applications NEC 0209588 September 15, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Shvartsman, Alexander University of Connecticut CT Carolyn L. Piper Fellowship 46200 8252 OTHR 0000 0000099 Other Applications NEC 0209592 September 1, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Crumbliss, Alvin Duke University NC Carolyn L. Piper Fellowship 49800 8252 OTHR 0000 0000099 Other Applications NEC 0209594 November 15, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Pratt, Richard University of Pittsburgh PA Terry S. Woodin Fellowship 42600 8252 OTHR 0000 0000099 Other Applications NEC 0209653 January 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Sadik, Omowunmi SUNY at Binghamton NY Carolyn L. Piper Fellowship 42600 8252 OTHR 0000 0000099 Other Applications NEC 0209661 July 15, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Mohler, William University of Connecticut Health Center CT Terry S. Woodin Fellowship 37200 8252 OTHR 0000 0000099 Other Applications NEC 0209663 August 15, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Roth, J. Reece University of Tennessee Knoxville TN Terry S. Woodin Fellowship 42600 8252 OTHR 0000 0000099 Other Applications NEC 0209666 October 1, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Olvera, Monica Northwestern University IL Terry S. Woodin Fellowship 37200 8252 OTHR 0000 0000099 Other Applications NEC 0209674 June 1, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Smith, Cassandra Trustees of Boston University MA Terry S. Woodin Fellowship 37200 8252 OTHR 0000 0000099 Other Applications NEC 0209739 September 15, 2002 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Sytkowski, Arthur Beth Israel Deaconess Medical Center MA Terry S. Woodin Fellowship 37200 8252 OTHR 0000 0000099 Other Applications NEC 0217424 December 15, 2002 IGERT: Cross-Disciplinary Research Training in Mathematical Biology. This IGERT project will develop a graduate program of cross-disciplinary research and training in Mathematical Biology. The goal of the program is to give students a solid training in core mathematics and genuine expertise in an area of contemporary biology. Such training will bring to bear the power of mathematics on the exciting and challenging problems of modern biology. Students will be recruited from a broad spectrum of mathematical, scientific and cultural backgrounds. It is expected that the graduates of this program will receive Ph.D.'s in mathematics, but by virtue of their broad-based training will be able to contribute to collaborative research efforts in numerous academic and industrial settings. In the process, the program seeks to build many new bridges between mathematics and biology potentially reshaping research for a new generation of mathematical biologists. The research and training program will be organized around the four research themes of biofluids, ecology and evolutionary biology, neuroscience, and physiology. A unique feature of this research and training program will be the establishment of Special Interest Groups (SIG's). Each SIG will be led by one or more faculty members with activities that include discussion of research problems, discussion of recent seminars, formal and informal talks about recent papers, student presented talks on background literature, etc. The training of students will also include formal coursework in both Mathematics and Biology, laboratory rotations or field work in an area of the life sciences, mentoring by both mathematics and life science faculty, and journal clubs, laboratory group meetings, and workshops. In these ways, the training of students will put great emphasis on collaboration and interaction across traditional academic disciplines. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. WESTERN EUROPE PROGRAM EAST ASIA AND PACIFIC PROGRAM HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Keener, James Aaron Fogelson John Sperry Frederick Adler Paul Bressloff University of Utah UT Melur K. Ramasubramanian Continuing grant 3477492 5980 5978 1360 1335 SMET 9179 5941 5921 5914 1335 0000099 Other Applications NEC 0217942 June 1, 2002 Incorporating Real-World Experience in Diverse Science Curricula through Community Building Partnerships. Incorporating real-world experience in diverse science curricula through community building partnerships. The current proposal is a request for start-up funds to complement and extend my PFSMETE (1999) post-doctoral fellowship at Middlebury College (Middlebury, VT): "Teaching science through real-world experience: an introductory course in applied conservation biology." That project tested a model of introductory level science teaching in which students are motivated to learn how to do science by giving them the opportunity to work on real-world projects in their laboratories instead of cookbook labs with pre- determined results. Partnerships with natural resource agencies supplied research opportunities for students in the course, and these partnerships contributed to both student learning (by enhancing motivation and reward), and to the partner agencies (by providing useful data, ideas and public exposure). The logical next step for this model of teaching is to expand it. In my new capacity as Assistant Professor of Biology and Co-Director of the Environmental Studies Program at Kalamazoo College, I hope to do just that. I will build upon the curriculum I developed under the previous project in order to incorporate real-world experiences in large enrollment introductory and non-majors courses, as well as upper level courses with students who are more skilled but would still benefit from the real-world motivating factors. Since enrollment in many undergraduate courses ranges from fifty to several hundred, it will be useful to learn which aspects of the partnership pedagogical model will be transferable to larger courses. I have included letters of support from two potential agency partners, Convening for Action (CF A), a local project with ties to Kalamazoo College that seeks to coordinate county-wide land use planning through a geographic information system (GIS) and intenet- based database, and the Southwest Michigan Land Conservancy, which oversees many of our region's important natural areas. Most of the data my students will be collecting will have a spatial component. That is, the data must be analyzed in the context of their location, or in the very least displayed spatially. A GIS is therefore essential to satisfy the goals of many of the partnerships I envision. By working under the CF A umbrella, and by using GIS I will ensure that the students' efforts are concentrated in those areas where data are ,needed most. At Kalamazoo College, I will eventually be responsible for five biology courses: a non-majors Environmental Science course with an enrollment cap of 30, an introductory biology course with a cap of 48, and iliree senior level courses, each with expected enrollment of 12 to 15. The proposed research will test the feasibility of scaling up the partnership model for use in these larger format courses. Using student assistants during two summers, I will lay the groundwork for incorporating experiential learning based on real-world partnerships into these courses, and other funds will support the GIS technology and added expenses of enabling students to conduct research in the classroom. The short-term success for this project will be measured by students' performance and attitude, and the utility of the partnerships for the agencies. To ascertain if real-world experience facilitates student learning, I will administer a questionnaire before and after each course to gauge students' attitudes toward science, and their comprehension of the underlying basics of how we do science. The longer term success of this project will be measured by whether or not partnerships mature into mutually beneficial collaborations that have continuity across the academic calendar. Meeting these short-term and long-term goals will provide the track record to seek additional funding from regional resources to ensure continuity of the partnerships after the proposed project is completed in August 2003. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Girdler, Erin Kalamazoo College MI Terry S. Woodin Standard Grant 43640 7174 SMET 9179 7174 0000099 Other Applications NEC 0221041 December 15, 2002 IGERT: A Joint Graduate Program in Applied Mathematics and the Earth & Environmental Sciences. Columbia University is establishing a new, multi-departmental graduate program in Applied Mathematics and the Earth & Environmental Sciences. The aim of this new IGERT Joint Program is to train a new generation of scientists whose level of mathematical sophistication will be considerably higher than that of typical students currently graduating from earth and environmental science programs and, at the same time, whose familiarity with the important issues and major open research questions in the earth and environmental sciences will be much deeper that what is usually expected of students trained uniquely within applied mathematics departments. To achieve this goal, five departments at Columbia - Mathematics, Statistics, Applied Physics & Applied Mathematics, Earth & Environmental Sciences, and Earth & Environmental Engineering - under the coordinating role of the Columbia Earth Institute, will collaboratively train graduate students under this new IGERT Joint Program. While students in the IGERT Joint Program will be individually admitted by each department, their progress will be monitored by a Steering Committee of faculty associated with the Joint Program. In addition to satisfying the requirements of the departments into which they are admitted, all students in the Joint Program will take a new integrated two-semester sequence in Applied Mathematics specifically tailored to issues and problems in the global environmental sciences, and will be expected to earn a minimum number of credits in both mathematical and earth science courses. In addition, they will be expected to attend a weekly colloquium organized by the Joint Program, give a formal presentation of their research results once a year to the faculty and other students affiliated with the Joint Program, attend special series of invited lectures, assist in the mentoring of undergraduates, and complete a one summer internship during their graduate training at a research institution, national laboratory, or industrial research center. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Polvani, Lorenzo Upmanu Lall Duong Phong Marc Spiegelman Victor de la Pena Columbia University NY Melur K. Ramasubramanian Continuing grant 3509406 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0221589 December 1, 2002 IGERT: Multiscale Phenomena in Soft Materials. This proposal describes an inter-institutional IGERT program in soft materials to be offered jointly at City College of CUNY and Columbia University, which are in close proximity. De Gennes defines soft materials as organic media that organize on supramolecular length scales via weak associative interactions. Examples include thin polymeric films for sensors, organic blends for electronic displays, and natural and artificial tissue, spanning the range from complex fluids to soft solids. They are intrinsically multi-scale, molecular to macroscopic. A stunning variety of structures and morphologies can emerge, enabling a wide range of new technologies, and all scales impact processing and use. The Ph.D. program will be built around joint seminars, an industrial internship, collaborative thesis research, and a core of joint course offerings, including two new laboratory courses. The research will be in three complementary areas: effects of confinement on polymer statics and dynamics, chemical and physical patterning, and multi-scale phenomena in bio-related materials. The proposed core curriculum will be taken in addition to the core disciplinary requirements in the student's major department. Our proposal is consistent with existing Ph.D. requirements for all five participating departments, and does not add in any way to the degree requirements or faculty teaching loads; the soft materials courses will satisfy existing elective requirements, but will enable the students to focus these electives within a coordinated program. The proposed collaborative program is unique in two respects: First, it leverages the intellectual and material resources of two neighboring, urban, public/private institutions with complementary faculty and diverse student bodies. Second, it creates a unique, synergistic environment for research and graduate education in a niche area that is at the heart of numerous technologies essential to industries based in the greater New York regional area. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. WESTERN EUROPE PROGRAM EAST ASIA AND PACIFIC PROGRAM HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Denn, Morton Jeffrey Koberstein CUNY City College NY Melur K. Ramasubramanian Continuing grant 3503400 5980 5978 1360 1335 SMET 9179 5914 5912 1335 0000099 Other Applications NEC 0221594 February 1, 2003 IGERT: Integrated Graduate Training in Archaeological Sciences. The University of Arizona's IGERT program is an outgrowth of the emergence of the interdisciplinary field of archaeological science, in which expertise in one or more fields of scientific inquiry is integrated with training in archaeological theory and method. The program will integrate archaeology, geosciences, physics, tree-ring studies, and materials science and engineering into a coherent program of field- and laboratory-based training that will prepare doctoral graduates for employment in academia as well as the public and private sectors. The study of archaeology, and of the environmental contexts within which the human species evolved and diversified, requires the application of multiple techniques drawn from the sciences and engineering. These include techniques for (a) dating archaeological and paleoecological records; (b) reconstructing past climates, plant, and animal communities; (c) locating buried and submarine sites; (d) reconstructing extinct technologies and their impacts on past environments; and (e) identifying past exchange systems by tracing inorganic materials to their geological sources. Graduates of the IGERT program will acquire specific expertise in one or more of these areas, together with a knowledge of the broad range of archaeological sciences, plus a firm grounding in archaeological theory and techniques, blending experiences acquired in classrooms, laboratories and fieldwork. IGERT support will also provide minority undergraduate students and high school science teachers internships in archaeometric laboratories at the University, and will be paired with IGERT-supported graduate students to develop materials for school science curricula. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. IGERT FULL PROPOSALS DGE EHR Olsen, John Jeffrey Dean Joaquin Ruiz University of Arizona AZ Holly Given Continuing grant 3623877 1335 SMET 9179 9178 1335 0000099 Other Applications NEC 0221595 January 1, 2003 IGERT: Program for Interdisciplinary Mathematics, Ecology, and Statistics (PRIMES). Ecological research is a traditional strength within many departments and colleges at Colorado State University. Nearby state and federal agencies also interact with CSU faculty to monitor and model ecological resources. Much of this research activity is interdisciplinary and uses advanced mathematical and statistical tools. But, due to disciplinary boundaries in our graduate programs, neither ecology students with interests in quantitative methods, nor mathematics/statistics students with interests in ecology, are receiving the education they need to work on such interdisciplinary research. The vision of PRIMES is to break down these boundaries through early and uninterrupted exposure to interdisciplinary research projects, via a course called Team Research in Ecology (TREE). Students will obtain the tools they need to work effectively in TREE through reciprocal course offerings among the graduate programs, through modular courses on Advanced Quantitative Methods in Ecology (AQME), and through colloquia, workshops, and conferences. Teaching assistantships, research assistantships, and internships with nearby state and federal agencies will reinforce the interdisciplinary training of PRIMES and leverage IGERT fellowships. Existing projects in quantitative ecology at CSU will shape the curriculum of PRIMES, drive the interdisciplinary collaborations among faculty members and students, and lead to topics for Ph.D. theses. Projects will be organized into five Research Focus Groups to allow sharing of resources and ideas on related problems: Ecology of Managed Ecosystems, Ecology of Global Change, Dynamics of Introduced Disease, Aquatic Resources Modeling, and Evolution in Structured Populations. The PRIMES Council, with representatives from Biology, Mathematics, Statistics, and other participating departments, as well as an external agency, will guide the program toward the goal of making PRIMES a permanent fixture in graduate education at CSU. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. IGERT FULL PROPOSALS DGE EHR Estep, Donald Rick Miranda Richard Davis Colorado State University CO Melur K. Ramasubramanian Continuing grant 3260765 1335 SMET 1335 9179 0000099 Other Applications NEC 0221599 December 15, 2002 IGERT: Working Forest in the Tropics. Interdisciplinary skills and knowledge are required to address issues related to the use and conservation of tropical forests that do not enjoy protected-area status ("working forests"). This IGERT builds on strengths at the University of Florida to construct a cutting-edge program that will serve as a model for how doctoral research and training can effectively and ethically contribute to solving critical problems facing tropical working forests. The research goals are to (1) analyze tradeoffs and complementarities among working forest options; (2) clarify how biophysical, social, economic and political constraints and their interactions influence the effectiveness of different kinds of working forests for conservation and development; and (3) measure the impacts of capacity-building interventions designed to improve forest management and promote conservation. The methods will be integrative across a wide range of disciplines and explicitly comparative across four tropical forest regions (Lowland Bolivia; Acre, Brazil; Eastern Amazonia, Brazil; and the tri-national Maya Forest). The training program includes (1) cross-disciplinary requirements, consisting of courses in ecology and social science, history/culture of the research regions, and appropriate language proficiency; (2) integrative coursework, including Interdisciplinary Research Methods, Leadership and Communication Skills, Tropical Conservation and Development and Land-Use/Land-Cover Analysis, a Working Forests Clinic, and a Working Forests of the Tropics seminar and field course; and (3) complementary learning/teaching opportunities, including site visits within the four regions, annual conferences, retreats and workshops, an IGERT student group, internships, service as mentors, and sharing research results with stakeholders. This IGERT will (1) foster research that is more responsive to real world problems due to interdisciplinary training and strong partner linkages; (2) provide a better match between knowledge and skills developed by graduates and job market demands; and (3) develop a network of effective leaders, trained for the challenges of conservation and intensified use of tropical working forests. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. AMERICAS PROGRAM IGERT FULL PROPOSALS DGE EHR Kainer, Karen Francis Putz Marianne Schmink Susan Jacobson University of Florida FL Melur K. Ramasubramanian Continuing grant 3315547 5977 1335 SMET 9179 5913 1335 0000099 Other Applications NEC 0221600 December 1, 2002 IGERT: Technological Innovation: Generating Economic Results (TI:GER). This IGERT project is a multidisciplinary training program addressing two needs that are critical if society is to benefit from technological discoveries: (i) preparation of a professional workforce with the knowledge and skills needed to facilitate innovation, and (ii) research that improves our understanding of how business organizations and economic, regulatory, and legal mechanisms promote or impede the development and diffusion of new technologies. Faculty from the joint Georgia Institute of Technology/Emory University Department of Biomedical Engineering and NSF-Engineering Research Center (ERC) for Engineering of Human Tissues, Manufacturing Research Center, Microelectronics Research Center, Microelectromechanical Systems, and NSF-ERC Packaging Research Center are collaborating with faculty in the Georgia Tech DuPree College of Management, Emory Law School, and Emory Economics Department. Central to the program are teams of NSF-funded PhD students, cost-shared Master of Business Administration (MBA), and Doctor of Jurisprudence students (JD) who participate over a two year period in activities focused on technical, market, and legal issues related to the science and engineering (S&E) students' research. This multidisciplinary team approach is designed to (i) provide S&E students with the skills and multidisciplinary perspective needed to succeed in industry, (ii) produce S&E dissertations of technical merit and market relevance, (iii) facilitate dissertations in management and law & economics that improve our understanding of innovation, and (iv) provide MBAs and JDs with practical experience in a technical research environment. Educational features include two graduate level courses on the Fundamentals of Innovation and a case course developed specifically for this IGERT that all student participants take as a community of students, universities-wide seminar & workshop on Innovation Fundamentals, Intellectual Property Track for the JDs and PhDs in Law & Economics, a Minor in the Management of Innovation for S&E PhDs, a formal mechanism to initiate management and law & economics research at the doctoral level on innovation, internships and frequent interaction with industrial partners, and an annual Doctoral Research Institute on Innovation for graduate students invited from universities nationwide. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Thursby, Marie Terry Blum William Wepfer Anderson Smith George Shepherd GA Tech Research Corporation - GA Institute of Technology GA Melur K. Ramasubramanian Continuing grant 3486314 1360 1335 SMET 9179 7179 1335 0000099 Other Applications NEC 0221611 December 15, 2002 IGERT: Institutions, Diversity, Emergence, Adaptations and Structures (IDEAS). The University of Michigan and The Santa Fe Institute, two leading institutions in the study of complex adaptive systems, are jointly organizing and supporting an IGERT graduate program for social scientists interested in institutional performance and design. The analytic core of the curricula borrows from multiple disciplines: economics, political science, computer science, physics, and sociology. The emphasis will be on how collections of diverse agents behave and adapt when their interactions are structured by formal and informal institutional constraints. Student researchers will study how formal institutions adapt and respond, how informal institutions emerge, how the structure of relationships between and within institutions affects performance and robustness, and when and how cultural, social, economic and behavioral diversity matter for institutions. The program will be housed at the University of Michigan but students will have the opportunity to visit the Santa Fe Institute for a semester. The IDEAS IGERT will enable students to become active members in the social science research communities at both institutions through seminars, research assistantships, interdisciplinary courses, and interactions with faculty. IDEAS students will also take courses and attend seminars with students enrolled in STIET (another NSF sponsored IGERT at UM). IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. DIGITAL SOCIETY&TECHNOLOGIES IGERT FULL PROPOSALS DGE EHR Page, Scott Robert Axelrod Carl Simon Michael Cohen Thomas Kepler University of Michigan Ann Arbor MI Melur K. Ramasubramanian Continuing grant 3263969 6850 1335 SMET 9179 1335 0000099 Other Applications NEC 0221625 December 15, 2002 IGERT: Predoctoral Training in Functional Genomics of Model Organisms. The objective of this IGERT project is to initiate an interdisciplinary, inter-institutional degree program in Functional Genomics of Model Organisms supported by an interactive faculty from the University of Maine, the Jackson Laboratory, and the Maine Medical Center Research Institute. The major challenge for biological and biomedical research for the foreseeable future is to understand how the information encoded within a genome determines the development and functioning of a living organism. To move from the level of DNA sequence to an understanding of the molecular interplay producing the final traits of an individual will require a continuum of experimental approaches ranging from experimental genomics, molecular biology, and novel biophysical methodologies, to advanced data screening schemes and computational techniques. Traditional alignments of the biologically based disciplines will be insufficient to solve the complex problems associated with functional genomics. Genome projects, regardless of the organism, will rely increasingly on the physical and computational sciences. The increased need for interdisciplinary research will require scientists trained to work interactively in multiple disciplines. This program introduces a new educational paradigm, developed to train students to move freely among the disciplines needed to investigate genome function. Students receive training in the biological, physical and computational sciences through a combination of core and advanced courses, intensive workshops, and research seminars. Emphasis is placed on a high-quality research environment and a tutorial relationship between the student and her/his mentors and program committee. Central to the students' training in interdisciplinary research will be the use of a paired mentoring system, a concept referred to as twinning. The primary mentor plays a role similar to the traditional graduate advisor and comes from the student's primary area of research. The secondary mentor comes from a second discipline, and each student develops a research project dependent upon interdisciplinary collaborations. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. IGERT FULL PROPOSALS DGE EHR Hutchison, Keith Barbara Knowles University of Maine ME Melur K. Ramasubramanian Continuing grant 3135321 1335 SMET 9179 9150 1335 0000099 Other Applications NEC 0221632 December 15, 2002 IGERT: Graduate Training in Biologically Inspired Materials. The vision of the Center for Biologically Inspired Materials and Material Systems research and educational program is to map traditional engineering onto biology. Through this approach, the IGERT project seeks to establish a new curriculum for graduate education in Biologically Inspired Materials and Materials Systems. The curriculum serves as an integration of natural science, life science, and engineering. This program will create a new graduate training program that uses biologically inspired approaches to bridge a gap in current biomedical and bioengineering programs. The Center's vision is to bring nature's engineering into the engineering curriculum and engineering principles into the study of materials, revolutionizing the way engineering and life sciences are taught at the graduate student level. Thus, this IGERT project will develop a new paradigm for education and research, using nature as an example for engineering, while explaining nature using engineering principles and rigor. This program focuses on three specific areas: (1) Bio-NanoScience and Engineering (single molecules and self-assembly), (2) Encapsulation, Coatings, and Surface Patterning (materials at the cellular scale where the lipid bilayer serves as the defining basis of all life), and (3) Hierarchical Systems (larger, more macroscopic, functional organisms). This focused approach will allow students and faculty to develop mapping concepts to the leading edge of knowledge and to explore the intellectual and practical aspects of creating a new curriculum at the interfaces of biology, medicine, engineering, and basic physical and chemical sciences. This is an initial step towards establishing a new paradigm in science and engineering education that explores life's mechanisms at the molecular level and translates these findings up through hierarchical scales of structure and organization to bring greater understanding of mechanism to the biological organism and unique designs to engineered devices. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Clark, Robert Alvin Crumbliss Harold Erickson David Needham Duke University NC Holly Given Continuing grant 3319859 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0221651 December 15, 2002 IGERT: Multidisciplinary Graduate Progrqam in Biotechnology. Research on protein structure, function and assembly is an inherently multidisciplinary enterprise that is also driving rapid change and growth across many types of companies. The goal of this IGERT program is to create a new model for graduate education to prepare students for this evolving world. In this new model, students will learn how to pool the knowledge of different scientific, engineering and business disciplines, and different socially diverse groups to achieve creative and productive research collaborations. Students will understand their research in a larger perspective to include its impact on academic, industrial, and social environments. The program will include science and engineering doctoral students and MBA students of twenty-four University of Delaware faculty from four Colleges and seven Departments. The program is supported by a diverse local biotechnology industry from incubating start-ups to large global companies. It links these research groups to form a network of university and industrial collaborators having complementary expertise. The research projects are collaborative across disciplines and are synergistic, spanning topics that include living cells, new tools, and synthetic materials. The educational program augments a strong academic experience by incorporating the additional features of workforce skills, career guidance, and collaboration between business and technical students. A new course, "Multidisciplinary Teamwork in Research", is introduced that includes scientists, engineers, and MBA students. This course brings industrial speakers into the classroom to discuss unmet challenges that need to be addressed by research, and brings in social scientists to train students in teamwork and diversity. The course includes training in writing and oral presentations, and experience in working creatively on problems in teams that include science, engineering and business students. The educational program also features laboratory experience in other departments, industrial internships, attending conferences, presenting posters, an industrial mentoring program, participation of minority undergraduate researchers, and lectures and seminars on ethics. The IGERT program will be the subject of a doctoral dissertation by a social scientist to provide detailed assessment and dissemination. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS PLANT GENOME RESEARCH PROJECT DGE EHR Robinson, Anne Abraham Lenhoff John Sawyer John Rabolt Mary Farach-Carson University of Delaware DE Melur K. Ramasubramanian Continuing grant 3424080 1360 1335 1329 SMET 9179 1335 0000099 Other Applications NEC 0221658 March 1, 2003 IGERT: Integrated Graduate Education and Research in Biogeochemistry and Environmental Biocomplexity. This IGERT project is an integrated program of education and research in the area of Biogeochemistry and Environmental Biocomplexity. Conceptual, technical, and computational developments are driving a major convergence among the biological, earth, and physical sciences. Over the next several decades, this disciplinary convergence will transform understanding of basic processes that control the stability and sustainability of natural environments. These insights will have extraordinary implications for the ability to predict and manage the effects of modern human activities on the structure and function of ecosystems across local, regional, and global scales. Such new knowledge is critical in planning for a safe, sustainable, and prosperous future. The IGERT project goals are to create an environment where researchers from ecology and evolutionary biology, biogeochemistry, environmental engineering, hydrology, environmental microbiology, and materials science come together to create novel interdisciplinary approaches to major questions in environmental science, and to train the next generation of leaders in this new interdisciplinary science. Emphasis will be on intellectual diversity and non-traditional pedagogies in training students across disciplinary boundaries, while deliberately enhancing connections with international and non-university partners. Workshop and seminar style learning will be employed, as well as active involvement of students in the management and implementation of the program. The intellectual foci will be the interaction of biological and physico-chemical controls on the cycling of metals and nutrients, especially terrestrial nitrogen; the role of microbiological processes in mediating biogeochemical cycling; and the effects of variation in genotype and phenotype on ecosystem functioning. Ultimately, the program will consider how complex behavior arises from the interaction of individually simple relationships in natural and managed ecosystems. Cornell University has outstanding resources in individual disciplines, and the IGERT program offers a unique opportunity to bring together many of these individual efforts into an integrated whole. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Derry, Louis Timothy Fahey Stuart Findlay Stephen Zinder Beth Ahner Cornell University NY Melur K. Ramasubramanian Continuing grant 3304053 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0221664 December 15, 2002 IGERT: Nanoscale Engineering and Science: One Campus, Two- University Approach. The motivation for this IGERT project is to educate a new class of engineers and scientists who will participate in multi-disciplinary, team-based research projects that are at the forefront of the emerging field of nanoscale engineering and science. Research in this area will lead to the ability to manipulate matter at the molecular and atomic levels in order to produce materials and devices with unique and controllable properties. Undertaking a timely response through an integrated and cohesive program of education and training in the area of nanoscale engineering and science will provide the IGERT Fellows with the unique opportunity of being at the forefront of the developments in this exciting platform. Drexel University and the University of Pennsylvania will support 14 doctoral students (7 at each university) through the NSF IGERT program every year. The unique opportunities, capabilities, and strengths of each institution will be enhanced through an integrated graduate educational program. IGERT Fellows enrolled at Drexel University and the University of Pennsylvania will have access to about 30 faculty members representing disciplines encompassing chemistry, physics, chemical engineering, biomedical engineering, materials science and engineering, mechanical engineering, electrical engineering, and education. IGERT Fellows will be encouraged to select topics of research that are co-advised by faculty members from both institutions. There are four major activities that comprise this IGERT project: (1) interdisciplinary research and training; (2) new courses and seminars; (3) internships in industry, federal research laboratories and leading universities in Europe, Asia and South Africa; (4) career-integrated education. The pooling of talent, resources, and efforts from the two institutions will result in a one-campus, two-institution approach that effectively integrates education and research training. The proximity of the two contiguous campuses is ideal for developing and delivering joint courses on nanoscale engineering and science and allowing for reciprocal use of laboratory facilities. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Gogotsi, Yury Frank Ko Alan MacDiarmid Dawn Bonnell Mun Choi Drexel University PA Carol Van Hartesveldt Continuing grant 3300546 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0221678 December 15, 2002 IGERT: Molecular Engineering of Microdevices (MEMD). In recent years the demand has been growing rapidly for non-silicon miniature devices with highly-precise features. At the same time, commercialization of these devices is hindered by a great need for novel molecular engineering and miniaturization techniques. Progress will require highly interdisciplinary collaboration between engineers, chemists, physicists, and biologists. Four centers at OSU have organized an inter-center IGERT program uniting the broad range of expertise necessary to foster new manufacturing technologies. These technologies will be achieved by integrating molecular self-assembly with micro/nano-manufacturing of polymeric and ceramic materials. A unifying molecular engineering protocol will be developed and applyed to the design, fabrication, and testing of devices in two major areas: (a) polymer- and ceramic-based biomedical devices (i.e. BioMEMS), and (b) high performance ceramic sensors, sensor arrays, and membranes for transportation and environmental applications. Although a few inter-center research projects have been conducted among these four centers, they are isolated cases having limited scope. The technical breadth and complexity of this integration, to our knowledge, has not been previously attempted on this scale. A natural outgrowth will be the development of a broad-based, cross-center educational program. The vision is to integrate the latest research developments into a practical student curriculum, and to impart to doctoral students the necessary multidisciplinary skills and global awareness needed to catalyze broader impacts on society. The key elements of the inter-center education and training program include four to five new MEMD courses (multipurpose seminar course, overview course, sensor technology, nanotechnology and/or membrane science and technology); an interdisciplinary curriculum; dedicated research at two or more centers; industry internships and internships at national laboratories; travel to national and international meetings; tours and visits to research labs in the U.S. and abroad; and a web-based dissemination plan. The recruitment and retention of minorities and women will be emphasized in the award of thirty IGERT-MEMD fellowships. Each institution will commit to providing the necessary infrastructure, including appropriate laboratory and/or clean room and common space and sharing of equipment, in support of an external user community. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. WESTERN EUROPE PROGRAM EAST ASIA AND PACIFIC PROGRAM HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Lee, Ly James Andreas Von Recum Prabir Dutta Giorgio Rizzoni Hendrik Verweij Ohio State University Research Foundation OH Melur K. Ramasubramanian Continuing grant 3654060 5980 5978 1360 1335 SMET 9179 5927 5914 1335 0000099 Other Applications NEC 0221680 December 15, 2002 IGERT: Multidisciplinary Integration of High Performance Computing in Ph. D. Programs in Science and Engineering. Science and technology of the twenty first century will be dominated by computing. The training of well prepared computational scientists and engineers demands an approach that transcends the strictures of the standard academic curriculum. This IGERT project will provide students who follow discipline-specific studies with a multidisciplinary program of training in computational science that will maximize their exposure to the cross-disciplinary nature of computational science and to its realm of industrial applications. This program will build a three-way interface between graduate students, the academic faculty training them, and industrial, government, and academic research laboratories who may ultimately be their employers. It will offer training opportunities through a program of visits and internships at such institutions. As the students proceed towards a Ph.D. within their chosen field, they will also earn a certificate in computational science in recognition of the special expertise that they have developed. The students will have access to state-of-the-art computational facilities at the University and will participate in multidisciplinary seminars, workshops and regular meetings with faculty and students in this program. They will also attend specialized lectures on ethics and issues of law that are relevant for scientists in the computational field. Special efforts will be made to enhance the participation of students from groups underrepresented in the sciences. The IGERT project will have the merit of providing a large number of doctoral students pursuing disciplinary research with broad education on the methods and scope of application of computational science, through the teamwork of faculty from many different departments. The results of this interdisciplinary project will be widely disseminated through seminars, workshops and web publishing and thus it will have the broad impact of establishing a model for training in computational science students who are pursuing education in a variety of disciplinary fields. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. WESTERN EUROPE PROGRAM HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Rebbi, Claudio Michael Caramanis Stephen Grossberg Roscoe Giles David Coker Trustees of Boston University MA Melur K. Ramasubramanian Continuing grant 3224043 5980 1360 1335 SMET 9179 7179 5914 1335 0000099 Other Applications NEC 0221681 December 15, 2002 IGERT: Sensory Knowledge-based Interface Science (SKINS). The objective of this IGERT proposal is to develop a fellowship program in the multidisciplinary area of Sensory Knowledge-based INterface Science (SKINS). This program investigates the dynamic, information-rich molecular structure of the ultimate smart interface - human skin - by coupling advances in biomedical engineering, microsystems, and information technology. The interdisciplinary approach that is required to understand the signal processing, chemical synthesis and microfluidics of this unique biological interface forms the innovative theme of this proposal. Another compelling aspect of this program is to investigate the technology transfer/development cycle through collaboration with USF's College of Business Administration, industrial internships and international exchange. Research outcomes of this proposal would facilitate the understanding and optimizing of the science and technology of MEMS, nanotechnology and information processing for cells and tissue studies, and contribute towards the goal of transitioning the clinical laboratory into the point-of-care. The program will also facilitate the transformation of six traditionally strong research programs (from Colleges of Engineering, Medicine, Arts and Sciences, Business and Marine Science at USF and the Colleges of Engineering and Arts and Sciences at UCF) into a strong multi-disciplinary research program with a thematic focus that leverages the advances in bio, micro, nano, info and medical technologies. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. NUMERIC, SYMBOLIC & GEO COMPUT HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Bhansali, Shekhar N. Ranganathan Thomas Weller Hariharan Srikanth Don Hilbelink University of South Florida FL Melur K. Ramasubramanian Continuing grant 3440280 2865 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0221682 February 1, 2003 IGERT: Integrated Training Program in Biomechanics. This IGERT project is a multidisciplinary program of education and research focused on biomechanics. Biomechanics is the study of phenomena in biology that is broadly concerned with the mechanical characteristics of cells, tissues, and organs. It deals with both structural aspects - for example, the strength of the cytoskeleton and the Young's modulus of the cell - and dynamic aspects - the motion of fluids in biological microchannels and the action of biological micromotors. Understanding these phenomena and processes requires combining methods, tools, and styles of research from biological and physical sciences, and from engineering. The IGERT program is intended to offer Ph.D. students an education designed to make them proficient in the methods of both biological and physical sciences. The research component of the program will generate improved understanding of important and relatively unexplored biological processes; it will also use this understanding to design inanimate systems that mimic aspects of the biological systems (biomimetic systems). The educational component will combine thesis programs that require co-advisors from biological and physical science and engineering, research rotations through laboratories with different styles of research, and active interaction among students with different backgrounds. The program will support 10 students per year, and involve 20 faculty at Harvard in the departments of biology, chemistry, and physics, the Division of Applied Science and Engineering, and the Medical School. Many of these research groups already collaborate in other projects: the proposed program will strengthen and extend these collaborations, to the benefit of both students and faculty. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. HUMAN RESOURCES DEVELOPMENT ENGINEERING EDUCATION IGERT FULL PROPOSALS DGE EHR Holbrook, Noel Andrew Biewener Howard Stone George Whitesides Jeffrey Fredberg Harvard University MA Melur K. Ramasubramanian Continuing grant 3314119 1360 1340 1335 SMET 9179 1335 0000099 Other Applications NEC 0221688 January 15, 2003 IGERT: Multidisciplinary Program in Wind Science and Engineering. Due to an increase in population and economic development along the coast, our society is increasingly exposed to natural hazards including hurricanes and tornadoes. Every year these hazards cause many fatalities and injuries; major disruption in community lifelines such as power, communication and transportation; and large amounts of property damage. The events of September 11, 2001, showed us that man-made hazards are likely to be part of our lives. Since, such natural and man-made hazards are unpredictable, we can curb losses through careful planning, effective public policies, and good engineering. The objective of this IGERT program is to produce a cadre of professionals prepared for broader multidisciplinary research, comprehensive planning and balanced decision-making in the future. This objective will be met by integrating graduate research and training in a program that crosses the disciplines of atmospheric science, engineering, and economics leading to an interdisciplinary doctoral degree. The focus of the program is wind science and engineering and associated economics/risk management. Scientist and engineers at Texas Tech University have pursued wind-related research since 1970 when a devastating tornado struck near the university and destroyed much of downtown Lubbock. Over the past three decades the research program has continued to grow in the areas of building response and design, the atmospheric boundary layer and economics/risk management. With close to twenty faculty members participating in the program, a variety of research projects are in progress at a given time. Some of the research areas are wind characteristics in tornadoes and landfalling hurricanes, post-disaster investigation of building damage and economic losses, deign criteria for shelters, full-scale building response in the field, wind tunnel studies, simulation of damage, forecast for wind power, hurricane evacuation and others. NSF IGERT Fellows will take core courses in atmospheric sciences, wind-related engineering, economic/risk management, ethics and GIS. The fellows will also be trained through a rotation of three laboratory courses in meteorological measurement, wind-related engineering experimentation and statistical analysis of random phenomena. A one-semester internship in a national laboratory, industrial organization or governmental agency is part of the program. This training along with selected courses in a specific discipline will prepare the Fellows to pursue multidisciplinary research in wind science and engineering. The goal is to complete a Ph.D. degree in four to five years after completion of the bachelors degree. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Mehta, Kishor Richard Peterson Jamie Kruse Douglas Smith John Schroeder Texas Tech University TX Melur K. Ramasubramanian Continuing grant 2743336 1360 1335 SMET 9179 9178 1335 0000099 Other Applications NEC 0221706 December 15, 2002 IGERT: Public Policy and Nuclear Threats: Training the Next Generation. The Institute on Global Conflict and Cooperation (IGCC), a multi-campus research institute of the University of California, is establishing an IGERT program to train NSF Fellows on Public Policy and Nuclear Threats. IGCC will use its long-established programs on all nine campuses of the University of California and institutional ties with Lawrence Livermore and Los Alamos National Laboratories to implement this program. During the Cold War, nuclear threats drove investments and keen young minds into the study of nuclear weapons issues. Today, the incentive to become experts in nuclear matters is much reduced. Yet, the nuclear threat has not gone away. As has been underscored by the events of September 11, 2001 and their aftermath, it is time to build a new community of scholars and practitioners trained in strategic analysis, nuclear policy issues, the roles of nuclear weapons, the regional and global realities that comprise today's nuclear threats, and in traditional and prospective responses ranging from arms control to nonproliferation to counter-proliferation. The principal goals of the program are: to attract and train the next generation of strategic thinkers to address the public policy issues of tomorrow about nuclear threats; to produce new incentives for interdisciplinary research in the field of public policy and nuclear threats; to provide students with access to organizations and individuals engaged in nuclear policy development at home and abroad; to develop career opportunities at such organizations for post-doctoral employment; and, ultimately to provide the expertise the United States needs to develop sound nuclear policies in a changing international environment. Another important goal is to create an interdisciplinary and intergenerational community of scholars who can learn from one another and create synergies across disciplines that last well beyond this program. The IGERT program is designed to achieve these goals. Two groups of approximately ten UC doctoral dissertation students will be chosen by statewide competitive selection, and supported fully for five years each. IGERT Fellows will be supported for one of these years by their respective UC departments that will provide research or teaching assistantships in nuclear policy-related topics. IGCC will work with science, social science, and humanities departments to recruit new Ph.D. students for this program. Applications will be reviewed and Fellows selected by a statewide interdisciplinary subcommittee of the IGCC steering committee. IGCC, Ph.D. programs on the UC campuses, Lawrence Livermore and Los Alamos National Laboratories, and senior mentors will team to conduct this program. Students will receive their fundamental Ph.D. education in their home departments; this education will be enhanced by a series of required IGERT training activities: a four-week summer training seminar on the historical and current security implications of nuclear weapons both globally and regionally, including their strategic and political roles, arms control, nonproliferation, missile defense, terrorism, and related technology issues; a research or teaching assistantship; two-month summer internship at Lawrence Livermore or Los Alamos National Laboratory; an overseas fellowship in Asia or Europe; a summer policy internship at a governmental or non-governmental organization in Washington, DC; and monthly interdisciplinary video-conferences focused on contemporary research issues surrounding nuclear weapons and public policy. Where appropriate and possible, additional UC students will be invited to participate in IGERT training activities. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Shirk, Susan Herbert York Robert Powell Michael Nacht Tsuyoshi Hasegawa University of California-San Diego CA Melur K. Ramasubramanian Continuing grant 3596340 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0221713 December 15, 2002 IGERT: Graduate Training Program in Interactive Digital Multimedia. This IGERT award will support the establishment of a multidisciplinary graduate training program of education and research at UCSB in the broad field of interactive digital multimedia. The objective of the program is to train students in a truly interdisciplinary approach to digital multimedia, while preparing them for careers in industry, research, and education. The convergence of digital media, computing, and communication has created new and exciting opportunities in science, engineering, and the arts. The goal of this program is to integrate multiple, diverse approaches to the creation, analysis, deployment, and utilization of digital media within a coherent educational framework of training and research. This multidisciplinary endeavor necessitates collaboration between students and faculty from a broad spectrum of backgrounds and perspectives, including computer science, electrical and computer engineering, psychology, geography, design, composition, and art. Through innovative and interdepartmental courses and seminars, opportunities for internships in industry, and guidance by faculty from several departments, students will gain a unique perspective on interactive multimedia, including the creation, encoding, and distribution of multimedia content, as well as applications of multimedia systems in education, communication, and arts and entertainment. Areas of focus for research and education include image, video, and audio processing, networking, human-computer interaction, graphics and visualization, visual arts, interactive media, and computer music. The graduate training program will emphasize a broad background in several of these areas, while research projects, interactive installations and artistic performances will bring together small, interdisciplinary teams of researchers with diverse expertise. The IGERT-supported program will leverage existing strengths at UCSB in related areas and will involve the participation of several departments. The program will complement the UCSB Media Arts and Technology Program, a masters-level graduate program, by enabling doctoral students from several departments to build upon the current foundation it provides. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. HUMAN COMPUTER INTER PROGRAM HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Manjunath, Bangalore Kenneth Rose Matthew Turk Stephen Pope George Legrady University of California-Santa Barbara CA Melur K. Ramasubramanian Continuing grant 3426376 6845 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0221715 December 15, 2002 IGERT: Graduate Education Program in Computational Science and Engineering with Emphasis on Multiscale Problems in Fluids and Materials. This IGERT program is structured to provide a unique Ph.D. program in interdisciplinary research and education in Computational Science and Engineering (CSE). The vision is to educate students for whom working in interdisciplinary teams is the norm, and who have the ability to acquire knowledge, ways of thinking, and perspectives from other disciplines. The proposed IGERT PhD experience is different from one in a traditional discipline, and possibly unique among CSE programs in the USA. The IGERT PhD theses will be jointly supervised, and those students with a particular disciplinary orientation will share resources, knowledge, and approaches with IGERT students with other orientations. While a typical IGERT PhD thesis will still have a strong focus in a discipline, it will contain major elements of independent creative work in other disciplines relevant to the general problem area under study. IGERT students and faculty will work together in three Focus Groups: Microscale Engineering, Complex Fluids, and Computational Materials Science, to solve a wide range of important and timely problems that depend deeply on integration of information from the smaller scales to the larger scales. These multiscale problems require a strong foundation in both engineering and the mathematical and computational sciences. The curriculum ensures depth in one area and a significant exposure to high level courses in one or more ancillary areas. It includes new courses in atomic-scale computer simulation, and computing for high performance, to specifically address the multiscale nature of the Focus Group problems and their computational requirements. An internship is required to broaden and reinforce the interdisciplinary research experience, and a required series of workshops and seminars will give IGERT students a significant exposure to important aspects of career development and ethics. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the multidisciplinary backgrounds and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In the fifth year of the program, awards are being made to twenty-one institutions for programs that collectively span the areas of science and engineering supported by NSF. ADVANCED COMP RESEARCH PROGRAM HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Petzold, Linda Bjorn Birnir George Homsy Eckart Meiburg Dimitrios Maroudas University of California-Santa Barbara CA Melur K. Ramasubramanian Continuing grant 3374065 4080 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0223711 April 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS HUMAN RESOURCES DEVELOPMENT DGE EHR None, None University of Pennsylvania PA William J. Hahn Fellowship 5627300 7172 1360 SMET 9179 0000099 Other Applications NEC 0224749 September 1, 2002 IGERT National Recruitment Program. This proposal is a request for funding to establish and operate an IGERT National Recruitment Program (INRP) that will serve all of the Integrative Graduate Education and Research Training (IGERT) sites in the United States (soon to be 100 sites). The goal will be to identify potential IGERT students and to facilitate their recruitment by the IGERT sites. A high priority will be to increase the participation of under-represented groups including women and minorities. The national recruitment program will identify these students and educate them and their mentors regarding IGERT programs and future career opportunities. The INRP will assess student backgrounds and creer interests and will facilitate contact between prospective students and the directors and faculty of the appropriate IGERT program(s). This represents a partnership between the INRP and the IGERT directors and faculty to recruit students into appropriate IGERT sites and related opportunities. Recruitment will occur at colleges and universities throughout the United States and at national and regional minority student science conferences. IGERT FULL PROPOSALS DGE EHR Teeri, James University of Michigan Ann Arbor MI Carol Van Hartesveldt Standard Grant 2637907 1335 SMET 9179 1335 0000099 Other Applications NEC 0228234 July 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Tennessee Technological University TN Earnestine Psalmonds Fellowship 70000 7172 SMET 9179 0000099 Other Applications NEC 0228235 August 1, 2002 Graduate Resarch Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Friedman, Matthew Friedman, Matthew S OH William J. Hahn Fellowship 33000 7172 SMET 9179 0000099 Other Applications NEC 0228236 July 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Morgan State University MD William J. Hahn Fellowship 110500 7172 SMET 9179 0000099 Other Applications NEC 0228237 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Bauer, Kenneth Bauer, Kenneth M NY Gisele T. Muller-Parker Fellowship 114000 7172 SMET 9179 0000099 Other Applications NEC 0228238 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Parcak, Sarah Parcak, Sarah H none Gisele T. Muller-Parker Fellowship 96279 7172 SMET 9179 0000099 Other Applications NEC 0228239 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Brigham Young University UT William J. Hahn Fellowship 282000 7172 SMET 9179 9178 0000099 Other Applications NEC 0228240 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Dedmon, Matthew Dedmon, Matthew M NC Gisele T. Muller-Parker Fellowship 111500 7172 SMET 9179 0000099 Other Applications NEC 0228242 August 1, 2002 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR DePristo, Mark DePristo, Mark A none Gisele T. Muller-Parker Fellowship 109050 7172 SMET 9179 0000099 Other Applications NEC 0228243 August 1, 2002 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None Brown University RI Gisele T. Muller-Parker Fellowship 1136500 7172 SMET 9179 0000099 Other Applications NEC 0228650 August 1, 2002 NSF GK-12 Principal Investigators' Annual Meeting. The Directorate for Education and Human Resources Programs (EHR) of the American Association for the Advancement of Science (AAAS) proposes to organize and facilitate the National Science Foundation's (NSF) Graduate Teaching Fellows in K-12 Education (GK-12) Principal Investigators' Annual Meeting to be held early in November 2002. In doing so, AAAS will work cooperatively with NSF's Division of Graduate Education, which houses GK-12, to organize a two-day meeting for principal investigators and other members of the GK-12 funded programs, including K-12 teachers and graduate teaching fellows. AAAS/EHR will arrange pre-conference activities, develop the agenda in cooperation with NSF staff, host the meeting, oversee all meeting logistics, interpret and summarize findings from discussions and presentations, and prepare electronic and print documents. GRAD TEACHING FELLOWS IN K-12 DGE EHR Long, Madeleine Yolanda George American Association For Advancement Science DC Sonia Ortega Standard Grant 87082 7179 SMET 9179 7179 0000099 Other Applications NEC 0229577 July 1, 2003 The Science Behind Our Food. The Science Behind Our Food Program is improving achievement, comprehension and mastery of scientific concepts by middle and high school students. The program provides inquiry-based education in biology and chemistry by focusing on the application of these disciplines to solve real-world problems centered on the theme of science behind our food. The program creates a science community that includes graduate teaching fellows, science teachers, and University of Georgia (UGA) faculty. Research and teaching expertise is shared among the members of the group in a collaborative style. Teachers and fellows identify science concepts that students find difficult to grasp and/or that are inaccessible given the current resources. Through the use of a resource called Lessons In A Trunk, lesson plans and materials needed to conduct demonstrations and/or student-centered experiments are being created and used in classrooms. Weekend Discovery Kits contain resources for students to conduct experiments at home with family members. Thematic focus of lessons and kits are tied to food-related research being conducted by faculty on the UGA campuses. Through press releases, newsletters, and monthly videoconferencing, this community of scientists is introduced to the individual students. Videographic examples provide virtual field trips allowing students to visit these scientists' facilities. In all activities, fellows provide on-site support and expertise in collaboration with teachers' needs, including alignment to the State of Georgia's Quality Core Curriculum (QCC). All components of the grant-supported activities are created as resources for the broadest possible dissemination during and after the project, and are being designed for maximum sustainability. The specific lesson plans and newsletter content are being added to materials already available at www.uga.edu/discover/educators. Participating teachers are conducting in-service training for fellow teachers and are conducting workshops at state and national science teacher association meetings. Lessons In A Trunk and Weekend Discovery Kits are being maintained and expanded by science-based student clubs at the University of Georgia that charge a minimal fee for their services. Coordination of the "replenishment" program, continued newsletters, and web site maintenance, are the responsibility of a permanent graduate assistant who is currently a part of our program. The broader impacts of these activities accrue to a variety of beneficiaries. Science teachers are obtaining further expertise in the disciplines they teach and obtaining additional materials and lesson plans for inquiry-based instruction. Science faculty are obtaining enhanced teaching skills for classroom use, as well as enhanced communication skills to provide the general public with information about science. Teaching fellows are leaving the university with a set of science, teaching, and communication skills generally not found in graduates of a science program in a research institution. Title: The Science Behind our Food Institution: University of Georgia PI/Co-PI: David knauft, Joseph Oliver, Wayne parrott, Andrew Paterson Partner School Districts: Ogelthorpe County, Tift County Public, Walton County, Turner County Funding: $1,449,117 Number of fellows/year: 10 graduate Setting: Urban, Suburban, Rural Target audience: middle-high school NSF supported disciplines involved: Biology EAPSI GRAD TEACHING FELLOWS IN K-12 DGE EHR Knauft, David Andrew Paterson Joseph Oliver Wayne Parrott University of Georgia GA Sonia Ortega Continuing grant 1699357 7316 7179 SMET 9179 7179 0000099 Other Applications NEC 0230840 June 1, 2003 Tufts Engineering the Next Steps (TENS) GK12 project. Tufts University is partnering with four schools in the Malden school district in Massachusetts on the Tufts Engineering the Next Steps (TENS) project that focuses on engineering. The primary goals of TENS are: 1) to raise teachers' knowledge of, comfort with, and capability to teach engineering and algorithm design, 2) to increase all students' engineering knowledge and skills, 3) to increase fellows' appreciation for and knowledge about K-12 formal education, teaching, and outreach, and 4) to develop a grade 5-12 community in four schools that is supportive of innovations that integrate engineering and algorithm design. The TENS project focuses on engineering and builds upon an existing GK12 project that worked with a suburban district to explore whether and how teachers might integrate engineering into their classes. The broader impacts of this project include expansion of this successful project into a more diverse setting; good dissemination plans; good university-K-12 collaboration; and an adequate training program. The fellows and teachers work as partners that recognize, capitalize upon, learn about and slowly develop some of the expertise that the other party possesses. This project is partially supported by funds from the Directorate for Engineering Title of Project: Tufts Engineering the Next Steps (TENS) GK12 Project Institution: Tufts University PI/Co-PI: Martha N. Cyr, Linda Beardsley, Diane L. Souvaine, Tufts University Partner School District: Malden Public School District Funding: $1,499,795 # of Fellows/year: 8 Graduate Fellows and 7 Undergraduate Fellows Target Audience: Middle and High School Setting: Urban Disciplines: Engineering and Computer Science GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Rogers, Chris Diane Souvaine Christine Cunningham Linda Beardsley Tufts University MA Sonia Ortega Continuing grant 1681666 7179 1360 SMET 9179 7179 0000099 Other Applications NEC 0231536 June 1, 2003 Fellows Enhancing Science and Technology Program (FEST 6-12). Teacher-Fellow teams are developing and delivering a roster of hands on experiences and workshops at the schools that promote student interest and awareness of the environmental sciences and current environmental issues in Puerto Rico. The Fellows are bringing environmental materials and tools to the classroom and helping teachers and K-6 students develop the ability to use these materials and tools. The teams are also bringing the classroom to the site of experimental fieldwork. The participants are working with and learning from a variety of partners in addition to the resources provided by UMET: the Institute of Tropical Forestry, an NSF-funded Long-Term Ecological Research project site, and the doctoral program in marine sciences at the University of Puerto Rico, Mayaguez. Faculty participating include the Dean of the School of Environmental Affairs and represent a wide array of disciplines at UMET that have the environment as the central focus: marine sciences, oceanography, chemistry, toxicology, forestry, ecology, botany, geology, environmental education, coastal resources, natural resources, and environmental communication. These efforts to develop a comprehensive and cohesive effort in environmental sciences education for the island are enhanced by collaborating with the Mayaguez Campus of the University of Puerto Rico as UMET focuses on the northeastern part of Puerto Rico and the Mayaguez Program focuses on the west coast of the Island. The schools involved are in an area of the island that has a high degree of unemployment and only minimal access to basic services. The broader impacts of this project include the model it provides of bringing environmental sciences content knowledge and technical skills to a set of students and teachers who previously had little access to either and the opportunity it provides for the university involved to broaden and enrich its own program through cooperation with neighboring institutions. This project is receiving partial support from the Directorate for Biological Sciences Project title: Fellows Enhancing Science and Technology (FEST) Institution: Universidad Metropolitana (UMET) PI/Co-PI: Juan Musa, Alberto Rivera Rentas Partner School Districts; Carolina Financing: $1,492,509 Number of fellows per year: 8 graduate, 8 undergraduate Setting: Rural Target audience of the project: elementary NSF supported disciplines involved: Environmental Sciences and Technology EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Padin, Carlos Juan Musa Delma Valentin Maria Vilches Celia Perez Universidad Metropolitana PR Sonia Ortega Continuing grant 1640509 9150 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0231573 January 1, 2003 GK-12: The Syracuse University/Onondaga County Schools Partnership for Improvement of Science Education Proposal. The project is: establishing a mutually beneficial parallel educational partnership between school districts and Syracuse University; leveraging Syracuse University research- and practice-generated expertise in STEM pedagogy, educational technology integration, and assessment through Graduate Teaching Fellows daily participation in the school system; developing innovative, process-oriented, standards-based, hands-on STEM curriculum units and resources that use local environmental issues to connect teaching basic STEM concepts in biology, chemistry, earth sciences, physics, and technology; enhancing K-12 teachers' content knowledge through dissemination of new STEM teaching resources through print materials and the Web and through professional development workshops for science teachers; and establishing content-rich, inquiry-based benchmark programs in schools through mutually beneficial collaborations between STEM graduate students and science teachers as a forerunner for a permanent collaboration model and replicable national model. The broader impact grows from the partnership and collaboration between Syracuse University and 18 Onondaga County school districts. Two of these school districts, Syracuse City and LaFayette, are classroom sites for the project and serve as project centers that share and disseminate initiatives and local environmental experiments integrating science with technology. Fellows receive extensive training in STEM pedagogy and K-12 science education. Materials and resources are being developed for appropriate grade levels. STEM activity-based units emphasize science process, inquiry and critical thinking skills. In addition, STEM Fellows are providing content-rich training sessions for area science teachers. Project title: The Syracuse University Onandaga County Schools Partnership for Improvement of Science Education Institution: Syracuse University PI/Co-PI: Marvin Druger, Samuel Clemence, Tiffany Koszalka, Peter Plumley Partner School Districts: Syracuse City, LaFayette Funding: $ 1,486,402 Number of fellows/year: 10 graduate Setting: Urban Rural Target audience: 8-12 NSF supported disciplines involved: Biology, Chemistry, Earth Sciences, Mathematics, Computer Science, Physics, Engineering GRAD TEACHING FELLOWS IN K-12 DGE EHR Druger, Marvin Samuel Clemence Peter Plumley Tiffany A. Koszalka Syracuse University NY Sonia Ortega Continuing grant 1716422 7179 SMET 9179 7179 0000099 Other Applications NEC 0231611 June 1, 2003 GK-12 Learning Partnerships: Creating Problem Centered, Interdisciplinary Learning Environments. At the request of the hosting school district, teams that include a practicing teacher, a college faculty member, a graduate student and an advanced undergraduate student are developing problem centered, interdisciplinary learning environments that focus on the application of mathematics to earth science and engineering for middle school students. Through workshops and classroom experiences, this project is improving the instruction of middle school and high school students and the preparation of future teachers and faculty. The broader impacts of these activities include enriching: the teacher preparation experiences of undergraduate and graduate students who are interested in pursuing pre-college or college education as a potential career; the content, application and interdisciplinary knowledge of practicing science and mathematics teachers with respect to the application of mathematics to earth science and engineering; the learning experience of middle school students by creating problem centered, interdisciplinary learning environments that focus on the application of mathematics to earth science and engineering. Part of the support for this project comes from the Directorate for Mathematics and Physical Sciences. Title of Project: GK-12 Learning Partnerships: Creating Problem Centered, Interdisciplinary Learning Environments Institution: Colorado School of Mines PI/Co-PI: Barbara M. Moskal (PI); Barbara B. Bath, Joan P. Gosink, Cathy Skokan Colorado School of Mines; Tina Falconer, Adam's County School District School Districts Involved: Adams County District 50 Total Funding: $1,494,022 total for 3 years Number of Fellows per year: 8 graduate students and 8 undergraduate students Target audience: grades 6-8 Setting: Suburban, rural NSF supported disciplines involved: Mathematics and Computer Sciences, Engineering and Geophysics GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Moskal, Barbara Catherine Skokan Tina Falconer Colorado School of Mines CO Sonia Ortega Continuing grant 1680522 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0231638 January 1, 2003 Watershed-Integrated Sciences Partnership (WISP) between UMassBoston and Local School Districts. PROJECT SUMMARY Teacher-Fellow teams in seven Middle Schools (Harbor, McCormack, Woodrow Wilson, Lewis, and Gavin Middle Schools in the Boston Public Schools; Pierce Middle School in the Milton Public Schools; Dedham Middle School in the Dedham Public Schools) located within the Neponset River watershed are adapting existing instructional materials such as FOSS kits to use a study of the local watershed as a unifying theme for middle school science. Data is being gathered from the school playground, the students' backyards and the larger community surrounding the participating schools. Inter-school information exchange enables the students at each school to relate their situation to the larger picture and the community of schools can collaborate to gain a sense of conditions within the entire watershed. Quantitative examples and activities are being emphasized in order to hone students' mathematics skills, reinforce the existing mathematics curriculum, and demonstrate mathematics' relevance to science and everyday life. Fellows receive a Summer Teacher Training workshop in pedagogy, state and national frameworks, and effective classroom management. Each Fellow is then teamed with a middle school Teacher in a weeklong Summer Environmental Science Content Institute that uses specific examples and hands-on activities within the watershed to strengthen the Teachers' and Fellows' science content knowledge and concept understanding. In addition to their classroom duties, Fellows are required to take a specially developed course, Teaching Environmental Sciences and Technology. (TEST), that provides continuing pedagogical and content training. Five daylong workshops are held for all Fellows and Teachers during the school year to exchange information and experiences and provide additional content and pedagogical material. A 1-credit spring seminar is used as a base to allow one cohort of Fellows to pass on their experiences and knowledge to the next. Special events such as canoe trips, river cleanups, Boston Harbor cruises, and citizen science activities help foster a sense of connectedness across municipal boundaries. WISP will be evaluated internally by a science pedagogy faculty member and externally by the Educational Development Center, Inc. of Newton, MA. The broader benefits of the program accrue to the Fellows, the teachers, the middle school students and the institutions involved. The Fellows are developing the interest, skills, and commitment necessary to be actively engaged in K-12 education throughout their scientific careers. Teachers are gaining environmental science content knowledge and enhancing their ability to teach science curricula and to reflect on their teaching practices. Middle school students are gaining a deeper understanding and appreciation for science and mathematics. A set of school districts diverse in size, ethnicity and socio-economics and the University of Massachusetts, Boston are developing a shared learning community focused on common needs and shared resources. Title: A Watershed-Integrated Sciences Partnership (WISP) Institution: The University of Massachusetts--Boston PI/co-PI: Robert F. Chen, William E. Robinson, Michael Shiaris, Clara Jennings, and Marilyn Decker, Partner School Districts: Boston Public, Milton Public, Dedham Public Funding: $1,497,458 total for 3 years Number of Fellows/year: 10 Graduate and 3-5 Undergraduate Grade Band: Middle School Setting: Urban, suburban Disciplines: Geosciences, Biology, Chemistry, Computer Sciences GRAD TEACHING FELLOWS IN K-12 DGE EHR Chen, Robert Michael Shiaris William Robinson Marilyn Decker Hannah Sevian University of Massachusetts Boston MA Sonia Ortega Continuing grant 1727458 7179 SMET 9179 7179 0000099 Other Applications NEC 0231642 August 1, 2003 GK-12: NSF Graduate Teaching Fellows in K-12 Education at the University of Maine. Project Summary Eight districts in central Maine that comprise the Penobscot River Educational Partnership (PREP); four of them, including Maine Indian Education, partners in a current GK-12 project, have joined with the University of Maine to form Fellow-teacher teams to introduce K-12 students to experiments, field trips, and discussions in areas such as chemistry, climate change, marine sciences, molecular biology, geology, food sciences, and ecology. The program is: a) helping teachers and students reach the State of Maine's legislatively-mandated standards for Science & Technology (the Maine Learning Results), b) strengthening Fellows' communication and teaching skills, c) providing professional development for Teachers, d) enriching science for K-12 students, e) providing young male and female role models of SMET professionals to children in grades 3-11, and f) strengthening contacts between GK-12 science faculty and K-12 districts. The K-12 students are monitoring water chemistry and species diversity and abundance in cooperating federal wildlife refuges in areas near them. These shared monitoring activities link classes throughout the entire scope of the project. The spatially and temporally distributed data enables the teams to introduce interesting analyses and discussions across partner classes interacting through videoconferences. Each Fellow works intensively with two teachers in PREP and with a teacher from eastern Maine (Washington & Hancock Counties), western Maine (Madison), or southern Maine (Damariscotta, site of the University of Maine's marine sciences laboratory). The power of Maine's network of ATM classrooms, is being used to expand the Fellows' role modeling and introduce Fellows to a variety of teaching styles. The broader impacts of the project include strengthened backgrounds in science and attendance at the Maine summer Science Camp for the cooperating teachers. The K-12 districts' benefits include the enriched learning of their students and access to the equipment from microscopes to thermal cyclers that is necessary to meet the goals of the Learning Results, but which many districts lack. The University of Maine is benefiting from K-12 students who come to the University better prepared in science and is fulfilling its mission as a Land Grant/Sea Grant institution to serve both the state of Maine and the nation as a whole. Title: "GK-12: The University of Maine's Graduate Teaching Fellows' in K-12 Education" Institution: University of Maine PI/co-PI: Susan H. Brawley (PI), Barbara J. W. Cole, Susan J. Hunter, Stephen A. Norton, Michael Vayda, Ruey Yehle. Award: $1,500,000 (total for 3 years) Partner School Districts: Old Town, Brewer and Bucksport Departments, School Unions #34, #87, #90, #91, #102, School Districts No. 22, 59, 92 Number of Fellows/Year: 10 graduate and 2 undergraduate students Target Audience of Project: Grades 3-11 Setting: Urban, Rural NSF-supported Disciplines Involved: Science & Technology (including Mathematics) GRAD TEACHING FELLOWS IN K-12 DGE EHR Brawley, Susan Stephen Norton Barbara J. Cole Eric Landis Susan Hunter University of Maine ME Sonia Ortega Continuing grant 1778000 7179 SMET 9179 7179 0000099 Other Applications NEC 0231728 May 1, 2003 Louisiana Tech's Graduate K-12 Teaching Fellows Program. The Louisiana Tech University Graduate K-12 (GK-12) Teaching Fellows Program partners the Colleges of Applied and Natural Science, Engineering and Science, and Education at Louisiana Tech University with four nearby rural school systems and three informal science education organizations .SciPort Interactive Science Center, The IDEA Place, and the NASA Outreach Center, CATALyST (Center for Applied Teaching and Learning to Yield Scientific Thinking), a regional science math education center housed at Louisiana Tech. The Fellows work with their teacher partners to develop and deliver grade level appropriate modules that bring the Fellows research directly into the classroom. The middle and high school students are developing realistic and positive ideas about what scientists and engineers do at the same time as they learn science content and concepts. The Fellows are gaining an understanding of effective teaching methods in science. The teachers and schools have been provided with needed technical assistance. Each Teaching Fellow is partnered with a K-12 Partner Teacher. A seminar course for Teaching Fellows and Partner Teachers introduces Teaching Fellows to teaching and learning in K-12 schools and introduces both teachers and fellows to nationally recognized curricular materials. Partnerships with local museums provide the partners with opportunities to introduce their students to local informal science education programs. The broader impacts of the program are reflected in the enhanced and expanded collaborative partnerships developed between Louisiana Tech University and surrounding school systems as exemplified by their participation in an electronic learning community of Teaching Fellows, Partner Teachers, and University Faculty; and the opportunities they now have to participation in the publication of a new journal, The Journal of K-12 Research in Science and Mathematics. This project is partially supported by funds from the Directorate for Biological Sciences. Title of Project: The Louisiana Tech University GK-12 Teaching Fellows Program Institution: Louisiana Tech University PI/CoPI: David K. Mills, Linda L. Ramsey, Leslie K. Guice, Shirley P. Reagan, Jo Ann V. Dauzat Partner School Districts: Lincoln. Ouachita, Jackson, Clairborne Parishes Funding: $1,380,997 total for 3 years Fellows Per year: 5 graduate, 5 undergraduate, yr 1; 9 graduate, 5 undergraduate, yr 2-3 Target Audience: grades 4-12 Setting: Rural NSF Disciplines: Biology, Engineering, Chemistry, Computer Science, Physics, Math EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Mills, David Leslie Guice Linda Ramsey Shirley Reagan Jo Dauzat Louisiana Tech University LA Sonia Ortega Continuing grant 1580997 9150 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0231738 January 1, 2003 Enhancing Inquiry-Based Science and Math in Appalachian Middle Schools. Abstract The goal of this project is to improve inquiry-based instruction of science, technology, and mathematics in Appalachian middle schools. The program will provide fellowships for eight graduate and four undergraduate students per year to work with twelve science and mathematics middle school teachers from six different middle schools. Each Fellow will team up with a middle school teacher and a university mentor to develop and implement inquiry-based activities, designed to meet Kentucky and national education standards. Several training sessions, including an intensive one-week summer workshop, are planned for all participants. Overall the project will have broad impact, as it is expected to lead to enriched learning by middle school students, provision of professional development opportunities for middle school teachers, improved communication and teaching skills for the Fellows, and strengthened partnerships between EKU and regional middles schools. Part of the support for this project comes from the Directorate for Mathematics and Physical Sciences. Title: Enhancing Inquiry-Based Science and Math in Appalachian Middle Schools Institution: Eastern Kentucky University PI: Tom Otieno. Co-PIs: Melinda S. Wilder, Brandon Hargis, Jerry D. Cook, William W. Farrar, Malcolm P. Frisbie, Kirk E. Jones and Chongkye Rhee. Funding; $1,341,668 total for 3 years Fellows per year: Eight graduate and four undergraduate fellows Setting: Rural Target audience of the project: Middle schools in Appalachian Kentucky Disciplines involved: Biological Sciences, Chemistry, Computer Science, Earth Sciences, Physics and Astronomy, and Mathematics and Statistics. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Otieno, Tom Melinda Wilder Eastern Kentucky University KY Sonia Ortega Continuing grant 1491668 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0231742 February 1, 2003 Enhancing Scientific Literacy Through Environmental Science: Developing Scientists and Citizens. Graduate and Undergraduate Fellows are working directly with Teachers drawn from 13 participating Environmental Science and Forestry in the High School schools to cooperatively lead course-specific, co-curricular and inter-school environmental science classroom, laboratory, and field experiences. In addition they are helping organize a district-wide 7th/8th grade science fair (The Environmental Challenge) and a 13-high school student science research symposium (The Environmental Summit) as two specific synthesizing events. Formative evaluation information is being collected and used to monitor, take corrective actions as necessary, and ensure the project achieves four outcomes: improved Fellow communication and teaching-related skills; teacher content gain and professional development; enriched student science learning; and strengthened school/college partnerships The project uses specific instructional and professional development activities to present environmental science themes such as sustainability, human population growth, a global perspective, the urban environment, and ethics. As examples: the Onondaga Lake Ecosystem Study provides a setting for study of a severely polluted urban lake and its restoration/recovery plan; the Onondaga City Park landscape frames vital issues of urban ecosystem biodiversity, land use and sustainability; and the Adirondack Highlands Regional Ecosystem Study offers opportunities for learning about the globally significant phenomenon of ecological impacts of chronic atmospheric deposition on aquatic and terrestrial communities and projected recovery as Clean Air Act emissions reductions are implemented. The broader impacts of the project include the widely diverse audience in the schools served; the Syracuse City School District with 25,000 students is one of New York State's "Big Five" urban school districts, while the additional partnering school districts represent a rich mix of suburban and rural characteristics. This project is partially supported from funds from the Directorate for Biological Siences. Project Title: Enhancing Scientific Literacy Through Environmental Science: Developing Scientists and Citizens Institution: State University of New York College of Environmental Science and Forestry (SUNY ESF) PI/co-PI: Dudley J. Raynal, Charles Spuches, Richard Beal, (SUNY) and Donna DeSiato (Syracuse City Schools) Partner School Districts: Syracuse City Schools, Liverpool Central, Chittenango Central, Marcellus Central, Fabius-Pompey Central, DeRuyter High, Beaver River High, Skaneateles High Funding: $1,295,228 total for 3 years Number of Fellows per year: 8 Graduate; 4 Undergraduate Setting: urban, Suburban, Rural Target Audience: High School NSF supported disciplines: Biological Sciences GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Raynal, Dudley Charles Spuches Donna DeSiato Richard Beal SUNY College of Environmental Science and Forestry NY Sonia Ortega Continuing grant 1479228 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0231751 June 1, 2003 GK-12: North Mississippi GK-8 Project. The Fellows are familiarizing themselves with best-practices pedagogy as well as state and national standards for mathematics and science as they work with the local teachers to develop interdisciplinary mathematics and science materials for all classes at the K-8 level. These modules are consistent with state and national standards and try, as far as is possible, to incorporate the theme of the Mississippi River basin in order to provide continuity through the curriculum and help to bring home the impact of math and science on the student's lives; an example of the project's intellectual merit.. The Fellows work with six schools: Bramlett, Oxford, and Central Elementary schools and Oxford Middle School (City of Oxford Schools) and Lafayette Elementary and Middle Schools (Lafayette County Schools). There are two key/contact teachers (one math, one science) at each of the middle schools and one key/contact teacher at each of the elementary schools. The broader impacts of the activities reach a number of beneficiaries. The Fellows are developing: improved communication skills; an understanding of good pedagogy; and an ability to effectively use technology as a teaching / learning tool and to use inquiry-based teaching and learning tools. Participating teachers are increasing their understanding of STEM related subjects; are demonstrating an increased use of inquiry-based teaching and learning tools; and are gaining access to a variety of professional development opportunities (ASTM, NSTA and other conferences). In addition there is an increasingly strong relationship developing between the University of Mississippi STEM-related departments and local school systems. Part of the support for this project comes from the Directorate for Mathematics and Physical Sciences Title: The North Mississippi GK-8 Project Institution: The University of Mississippi PI/Co-PIs: John O'Haver / Maurice Eftink, Cliff Ochs, David Rock Partner School Districts: Lafayette County, Oxford Funding: $1,499.832 Number of Fellows / Year: 12 Graduate Target Audience K-8 NSF Supported Disciplines: Mathematics, chemistry, geology, biology, physics, engineering, computer science, economics GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR O'Haver, John Maurice Eftink Clifford Ochs University of Mississippi MS Sonia Ortega Continuing grant 1775832 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0231768 June 1, 2003 A Lehigh Valley Partnership to Enhance STEM Education through G4-12 Teaching Fellows. Lehigh University is partnering with middle and high schools in the Allentown and Bethlehem Area School Districts in the Lehigh Valley, industry experts from Air Products and Chemicals, Agere Systems, Insaco, Inc. and the Discovery Center for Science and Technology Pennsylvania on "A Lehigh Valley Partnership to Enhance STEM Education Through G4-12 Teaching Fellows." The involvement of industry and the Discovery Center is novel and evidence of the project's intellectual merit. This project builds upon established outreach programs at Lehigh and will continue to enhance the educational experience of students in Lehigh Valley schools by placing graduate and advanced undergraduate Teaching Fellows in STEM classrooms and establishing STEM outreach teams. Teaching Fellows are helping grade 4-12 teachers introduce inquiry-based learning and use multimedia, wireless and other innovative technologies in local classrooms. Outreach teams consisting of Fellows, Lehigh faculty and industry experts are training and exchanging ideas with STEM teachers and administrators from the two schools districts. The great diversity within the school districts served promise broad impacts from these activities. This project is partially supported by funds from the Directorate for Engineering and from the Directorate for Computer and Information Science and Engineering. Title of Project: A Lehigh Valley Partnership to Enhance STEM Education through G4-12 Teaching Fellows Institution: Lehigh University PI/Co-PI: William M. Pottenger, Glenn D. Blank, Horace Moo-Young, Henry U. Odi, Michael J. Schulte (all from Lehigh University) Partner School District: Allentown and Bethlehem Public School Districts Funding: $1,223,068 # of Fellows/year: 6 Graduate Fellows and 6 Undergraduate Fellows Target Audience: Middle and High School (grades vary based on discipline) Setting: Urban Disciplines: Computer Science, Information Technology, Physics, Chemistry, Earth Science and Mathematics GRAD TEACHING FELLOWS IN K-12 WORKFORCE HUMAN RESOURCES DEVELOPMENT DGE EHR Blank, Glenn Henry Odi H. Keith Moo-Young Michael Schulte Lehigh University PA Sonia Ortega Continuing grant 1415412 7179 1713 1360 SMET 9179 7179 0000099 Other Applications NEC 0231773 June 1, 2003 K-6 Gets a Piece of the PIEE - Partnerships Implementing Engineering Education. Worcester Polytechnic Institute (WPI) is partnering with the Worcester Public School System on a project focusing on the development of human resources related to grade K-6 STEM education. Projects goals include: developing partnerships among graduate and undergraduate fellows, public school teachers and students, and WPI and WPI-affiliated faculty; implementing the Massachusetts Science and Technology/Engineering Curriculum Framework (MSTECF) in the K-6 curriculum by using the partnerships to develop specific teaching strategies; and assessing and disseminating the outreach process, student learning outcomes and teacher preparation that result from this project. The intellectual merit of this project is evidenced by the support given to the innovative technology component of the state standards. The direct interaction with K-6 schools, teachers and students is part of the broader impacts of this project. This project is partially supported by funds from the Directorate for Engineering. Title of Project: K-6 Gets a Piece of the PIEE-Partnerships Implementing Engineering Education Institution: Worcester Polytechnic Institute PI/Co-PI: Judith E. Miller and Joseph Rencis, both from WPI Partner School District: Worcester Public Schools Funding: $1,081,764 total for three years # of Fellows/year: 6 Graduate Fellows and 0-6 Undergraduate Fellows Target Audience: K-6 Setting: Urban Disciplines: Mathematics, Science, Technology, Engineering and Writing GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Rulfs, Jill John Orr Worcester Polytechnic Institute MA Sonia Ortega Continuing grant 1183264 7179 1360 SMET 9179 7179 0000099 Other Applications NEC 0231796 July 1, 2003 Teaching, Experimentation And Mentoring in Science. The Pharmaceutical and Chemical Sciences Graduate Program (PCSP), a joint program from the School of Pharmacy and Department of Chemistry in the College of the Pacific at the University of Pacific in Stockton, California, is placing eight Project Fellows (graduate students) each year in grades 7-12 classrooms within San Joaquin County, California. Project partners include the San Joaquin County Office of Education, and retired scientists from UC Berkeley's Lawrence Livermore National Laboratory in Livermore, California. Project objectives are 1) to enhance science lessons and labs with standards based inquiry approach provided by targeted teachers and Project Fellows, and 2) to complete a yearlong research investigation matched to grade level state science standards which involves students and is conceived, led and carried out through a collaboration between teachers, Project Fellows, master teachers, retired scientists, and faculty mentors (TEAM Science). TEAM Science combines excellence in teaching, an emphasis on inquiry and experimentation, and the important benefits of retired scientist and university faculty mentoring. Eight teams recruited for each year of the project consist of two elementary grades 7-8 teachers, two 9-12 teachers, one retired research scientist, one Project Fellow, and one master teacher or university faculty mentor. Teachers recruited for the teams are a combination of non-, partial or newly credentialed teachers and experienced credentialed teachers. Each member of the eight teams participates in the following activities according to their role: 1) presentations on inquiry teaching and its application, and support for its implementation, 2) networking, ongoing support and coaching for Project Fellows and collaborating teachers and faculty, and 3) training in the research process which is enhanced through interaction with the retired research scientists including a final research project presentation at a university research symposium. Project participants are exposed to the National Board for Professional Teaching Standards certification process, science careers, cutting edge content presentations; inquiry based teaching, and specific strategies for English language learners. The teams represent a unique collaboration that brings together a blending of content and pedagogy expertise, teacher professional development leadership and school district involvement. Team meetings and training sessions during the summer and throughout the year target the building of a community of learners to enhance science content expertise and pedagogy for teachers and achievement for students with the assistance of graduate students, master teachers, retired scientists and faculty mentors. Project title: Teaching, Experimentation and Mentoring in Science Institution: University of the Pacific PI/Co-PI: James Blankenship, Patrick Jones, Judi Wilson Partner School Districts: San Joaquin County, Lincoln Unified, Linden Unified, Stockton Unified, Ripon Unified, Tracy Unified, Manteca Unified, Galt unified Funding: $ 1,466,807 total for 3 years Number of fellows/year: 8 graduate Setting: urban, rural, suburban Target audience: 7-12 NSF supported disciplines involved: biology, chemistry GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Blankenship, James Patrick Jones Judi Wilson University of the Pacific CA Sonia Ortega Continuing grant 1590807 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0231800 June 1, 2003 The AP Fellows Program: Enhancing Low-Income Urban Students' Participation and Achievement in Advanced Placement Courses. CUNY Graduate School is partnering with the Bronx High School Superintendency of the New York City Board of Education, The College Board, and the New York Academy of Sciences to address the need to increase the participation of low-income and underrepresented minority students in high-school-level Advanced Placement (AP) courses in mathematics and sciences, particularly in urban schools. This will have broad impacts not only for New York City, but also for other urban school districts eager to challenge all of their students. Project activities include: training for GK-12 Fellows in STEM education so that they can play a new role as an AP Fellow; enhancing the abilities of AP teachers of science and mathematics to deliver AP courses to urban students; and developing an exportable model that can be used by other school districts for increasing the successful participation of urban students in AP courses. The Graduate Fellows are assisting 20 new or novice AP teachers of science and mathematics and both are receiving intensive summer and academic-year training and support including College Board Summer Institutes, and workshops on such topics as science and mathematics content, inquiry-based instruction, science and math standards, educational technology as applied to formatting, AP course instruction, and post-secondary programs and career opportunities in STEM. In addition, of intellectual merit, AP teachers and university faculty who teach parallel courses are working together toward improving AP course delivery and articulation with post-secondary settings. This project is partially supported by funds from the Directorate for Engineering from the Directorate for Computer and Information Science and Engineering. Title of Project: The AP Fellows Program: Enhancing Low-Income Urban Students Participation and Achievement in Advanced Placement Courses Institution: The Graduate School and University Center of the City University of New York PI/Co-PI: Theodore Brown and Victor S. Strozak, both from CUNY Graduate School Partner School District: Bronx High School Other Partners: The College Board and the New York Academy of Sciences Funding: $1,498,818 # of Fellows/year: 10 AP Graduate Fellows and 20 AP Science and Math Teachers Target Audience: High School Setting: Urban Disciplines: Biology, Biochemistry, Chemistry, Computer Science, Earth and Environmental Sciences, Engineering, and Physics GRAD TEACHING FELLOWS IN K-12 WORKFORCE HUMAN RESOURCES DEVELOPMENT DGE EHR Brown, Ted Victor Strozak CUNY Graduate School University Center NY Sonia Ortega Continuing grant 1728818 7179 1713 1360 SMET 9179 7179 0000099 Other Applications NEC 0231832 May 1, 2003 Yale University Graduate Teaching Fellows in Biodiversity. These activities build upon an existing collaboration between 1998, Yale University's Peabody Museum of Natural History and the New Haven Public School (NHPS) District, the Peabody Teachers Program, a professional development program. Participating teachers produce inquiry-based science curricula that use Peabody Museum specimens in the mobile BioAction Lab for hands-on exploration of biological diversity and its impacts on human affairs. This draws on the expertise and materials resident in Yale's Peabody Museum, and provides stimulating subject matter upon which basic science competencies can be developed. The project proposed here is designed to build upon the already-existing strengths of the Peabody Teachers Program to enhance the professional development of middle school teachers and Yale graduate students, as well as to enrich the science-learning environment for New Haven middle school students. The Fellows work closely with participating teachers throughout the year to provide technical assistance as they develop curriculum units, in part to help ensure the scientific accuracy of the content. Working with the teachers and with children in their classrooms improves the science communication skills of the Graduate Fellows. Training and on-site supervision of the Graduate Fellows is provided by the PIs, by the staff of the program, and by the Yale Teacher Preparation Program. In addition, Master Peabody Teachers serve as mentors for pedagogical and classroom management techniques. All curriculum units designed in connection with this program are being incorporated into the middle school science curriculum and will also be disseminated broadly via the Peabody Museum's website. All aspects of the program are overseen by an Advisory Council and a Working Committee, including evaluations of the efficacy of the program. The broader impacts of the project affect a spectrum of beneficiaries. Participating teachers are increasing their scientific knowledge and developing new content-rich curricula. Their students (90% minority, 50% female, 75% on subsidized lunch programs) are benefiting from exposure to scientific subject matter and approaches of relevance to their daily lives, as well as to new role models. Yale graduate students are directly exposed to educational issues at the middle school level, and to the challenges of communicating the wonder of nature and the excitement and importance of science. This initiative strengthens Yale University's graduate programs and its commitment to providing resources for the enhancement of science education in the local school system. Title: Yale University Graduate Teaching Fellows in Biodiversity Institution: Yale University, Peabody Museum of Natural History School Partners: New Haven Public PI: Michael J. Donoghue, Leonard E. Munstermann Fellows/yr: 4 Graduate year 1, 6 in years 2 and 3, 2 Undergraduate Target: Middle School (grades 4-8) Setting; Urban Disciplines: Biological sciences GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Donoghue, Michael Leonard Munstermann Yale University CT Sonia Ortega Continuing grant 1005174 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0231833 June 1, 2003 The UNC Charlotte and Phillip O Berry Academy of Technology Cooperative: Graduate Resources for a Technology Academy. The University of North Carolina at Charlotte and the Phillip O. Berry Academy of Technology, a new high school located within the Charlotte-Mecklenburg Schools, are jointly creating a series of activities that prepare science, engineering and computer science, and mathematics graduate students to act as resource persons in high school classrooms and the teachers in those classrooms to work effectively with them. UNC Charlotte faculty serve as the instructional staff for eight-day workshops each summer for the Fellows and cooperating high school teachers. Participating Berry Academy teachers and selected GK-12 Fellows serve as workshop leaders each summer for new cohorts of Fellows and teachers. These workshops focus on policy regulations for working in K-12 schools, school safety, and pedagogy instruction, and include a curriculum-sequencing guide that is aligned with the North Carolina Standard Course of Study for the courses being taught the subsequent fall semester. During the academic year weekly seminars taught by UNC Charlotte faculty develop specific inquiry-based activities in science and mathematics for each course according to the sequencing guide. Each high school mathematics and science course affected is organized thematically addressing four program strands: the nature of science, science as inquiry, science and technology, and science in social and personal perspectives. The Fellows receive special preparation in teaching science as inquiry, in the use of NSF supported, research-based mathematics materials, and in the integration of technology in instruction. There are numerous broad impacts. Over the three years of its action more than 4800 high school students (approximately 82% minority) and over 25 high school teachers will be directly or indirectly impacted. In addition the activities encompass more than just classroom work. A website is being provided as a conduit between university mathematics and science faculty, project staff and high school mathematics and science teachers and students. This site acts as a forum for posting questions and answers, as a source of information concerning scheduled project activities, and as a resource for database sharing. A broad spectrum of teachers are benefiting as the cooperating high school teachers are serving as resource persons for other teachers at Berry Academy of Technology and, along with the Fellows, are developing and teaching two area-specific day long workshops during the school year. In addition, a grade-specific activity book is being developed for distribution to all Berry Academy teachers. Part of the support for this project comes from the Directorate for Mathematics and Physical Sciences. Project Title: The UNC-Charlotte and Phillip O"Berry Academy of Technology Cooperative: Graduate Resources for a Technology Academy Institution: The University of North Carolina at Charlotte (UNC) PI/Co-PI: David Royster, James Lyons (UNC), David Baldaia, Deborah Ramsey (Berry Academy of Technology) Partner School Districts: Philip O berry academy of Technology, Charlotte-Mecklenburg Funding: $1,411,841 total for 3 years Number of fellows/year: 10 graduate Setting: Urban Target audience: 9-12 NSF supported disciplines involved: Mathematics, Biology, Chemistry, Engineering, Computer Science GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Lyons, James David Baldaia Deborah Ramsey University of North Carolina at Charlotte NC Sonia Ortega Continuing grant 1568853 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0231834 January 1, 2003 Rhode Island Marine and Environmental Graduate Teaching Fellows in K-12 Education. Project Summary The University of Rhode Island's (URI) Graduate School of Oceanography (GSO), Office of Marine Programs (OMP), fifteen of the university's marine and environmental academic departments and four Rhode Island school districts are building upon a previous GK-12 partnership to introduce K-12 students to current issues in ocean and environmental sciences through locally created classroom modules and field exercises involving coastal, estuarine, and fresh water ecosystems. In addition to partnering in the classroom, Fellows and teachers are spending three weeks in a summer institute during which Fellows present current information and concepts concerning ocean and environmental sciences and lead field studies, while Teacher Partners instruct the Fellows in classroom management, student assessment, and curriculum implementation. The teams produce academic plans for integrating the Fellows and relevant science content into the school year. A URI faculty member mentors each Fellow and makes two visits each year to their Fellow's K-12 classroom. The Faculty Mentors, Fellows, and Teacher Partners convene for a mini-institute each November to build partnerships, reacquaint everyone with the goals of the project, and investigate national and state science standards relevant to their ocean and environmental modules. In addition to their classroom experiences Fellows give presentations relating to their coursework, theses research and Fellowship experiences to parents, teachers, and other members of their school district communities in district-organized events. The broader impact of the project includes its affects on the participating Fellows, teachers, and K-12 students and is reflected in the demography of the school districts involved. The Fellows are learning how to present their scientific findings and interests to a broad audience and are developing useful teaching strategies that reflect current insight into teaching and learning. The teachers are gaining increased confidence in their knowledge of environmental and ocean sciences, in conducting inquiry activities and in taking groups of students out into the field. The K-12 students are gaining a new appreciation and understanding of science because of seeing the Fellows as role models for themselves, improving their science literacy, and engaging in a study of science that investigates global issues that have definite local implications. The school districts involved range from an urban district with 88% of the students eligible for free or reduced lunch and 71% from minority populations to a suburban district with 13% eligible for free or reduced lunch and 5% from minority populations. Title: Rhode Island Marine and Environmental Graduate Teaching Fellows in K-12 Education (RIME) Institution: University of Rhode Island PI/co-PIs: John Merrill; Gail Scowcroft; Sara Hickox School District Partners: Central Falls, Warwick, Cranston and Narragansett Award: $1,499,753 total for 3 years Number of Fellows/year: 11 graduate Target Audience: K-12 Setting: Urban, Suburban NSF supported Disciplines Involved: Ocean and environmental sciences GRAD TEACHING FELLOWS IN K-12 DGE EHR Merrill, John Sara Hickox Gail Scowcroft University of Rhode Island RI Sonia Ortega Continuing grant 1767254 7179 SMET 9179 7179 0000099 Other Applications NEC 0231843 January 1, 2003 GK-12 OCEANS: Ocean sCientist Educator pArtnerships eNhancing Science. Project Summary Teacher-Fellow GK-12 teams are introducing, ocean based science into Pineallis County K-8 classrooms, aligning their efforts with the Earth Science, Life Science, and Physical Science content strands in the Florida state science standards. The teams collaborate to discover and then meet the expressed needs of school district administrators. Through their work with the Fellows, the teachers, many of whom have little previous background in ocean science, are becoming adept at stimulating and elevating students' interest in a variety of science topics by capitalizing on the fact that Florida is surrounded on three sides by ocean. Faculty collaborators from the College of Marine Science and the College of Education serve as mentors and educators to provide professional support in content and pedagogy for Fellows and teachers. Recruiting strategies for student and faculty participation capitalize on the growing interest of College of Marine Science graduate students in education, outreach learning and teaching opportunities, and the initiation of expanded Ocean Science content based Science Education degree programs offered by the College of Education. The broader impacts of the project are reflected in the benefits accruing to each of the participants. The Fellows are becoming better prepared for the classroom environment and are developing improved communication skills in such areas as connecting with diverse audiences. The participating teachers, many of whom have little academic background in ocean science, by working with content experts, are becoming adept at capitalizing on the fact that Florida is surrounded on three sides by ocean to stimulate and elevate students interest generally in a variety of science topics. Other teachers benefit from the resources the teams have developed and put on the web. The K-8 students benefit from their interaction with real-life scientists who act as role models and content specialists, and who are a source of career information. Schools benefit through 1) professional development for teachers which expands both their content knowledge and inquiry-based instructional skills, and 2) an improved science learning environment for students which incorporates the local ocean setting into real world science applications. The higher education partners benefit because the project facilitates collaboration between scientists and educators, fosters development of innovative degree programs, and serves as a recruitment incentive for prospective graduate students in Marine Science and Education. Title of Project: GK-12 OCEANS: Graduate Teaching Fellows in K-12 Education Institution: University of South Florida PI/CoPI: Teresa Greely and Paula Coble Cooperating District and Schools: Pinellas County, Canterbury School of Florida Number of Fellows per year: 10 graduates, 3 undergraduates Setting: Urban, Suburban Target Audience of the project: K-8 NSF supported disciplines involved: Geosciences/Ocean Science GRAD TEACHING FELLOWS IN K-12 DGE EHR Greely, Teresa Ashanti Pyrtle University of South Florida FL Sonia Ortega Continuing grant 1684879 7179 SMET 9179 7179 0000099 Other Applications NEC 0231853 January 1, 2003 Graduate Math And Science Teaching Education Reform. Teams consisting of a cooperating teacher, a Fellow and a mathematics or natural sciences faculty member are working to introduce hands on inquiry science curriculum materials into four school districts that vary widely in the demographics of their student body and in their environment, ranging from a high needs urban district with a very high percentage of students on free or subsidized lunches to rural schools, to schools in affluent suburbs. Collaborative professional development is being provided during an intense six week summer session with follow-up during the academic year. GK-12 Fellows and their cooperating K-12 teachers are learning hands-on inquiry teaching strategies and how to engage K-12 students in long-term research projects. They are working together to use these strategies in the classroom. The broad impacts of these activities include benefits to the students, the teachers and the institutions involved. The Fellows are developing skills, such as improved teaching abilities, useful in their role as future faculty. They are gaining an appreciation of their ability to contribute to improving K-12 math and science education and the benefits of doing so; establishing patterns of behavior that will result in their future support of K-12 math and science education throughout their professional careers. The university is building strong connections between graduate training in mathematics and the natural sciences with K-12 and undergraduate math and science education. It is strengthening existing ties with local school districts. The K-12 students are beginning to realize their own potential to follow a career in science by working with graduate student scientists who provide strong role models. Other benefits include improved K-12 student understanding of mathematics and science and of scientific methods of inquiry. Part of the support for this project comes from the Directorate for Mathematics and Physical Sciences Title: Graduate Math and Science Teaching Education Reform Institution: Bowling Green State University PI/Co-PI: William Midden, Lena Ballone, Stephen Van Hook Partner School Districts: Springfield Local, Toledo Public, Wood County, Bowling Green City Funding: $1,359,290 total for 3 years # of Fellows/year: 5 Graduate year 1, 10 Graduate in years 2 & 3 Setting: Urban, suburban, rural Grade Band: K-12 Disciplines Involved: mathematics, biology, physics, psychology, geology, chemistry GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Van Hook, Stephen William Midden Lena Ballone Bowling Green State University OH Sonia Ortega Continuing grant 1559290 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0231856 January 1, 2003 Science Partners in Inquiry-based Collaborative Education (SPICE). The University of Florida's Museum of Natural History, Center for Precollegiate Education and Training, College of Education, Center for Women's Studies and Gender Research, and Departments of Environmental Engineering Sciences and Zoology, will team with the School Board of Alachua Country to promote science and engineering careers by placing graduate students into classrooms to implement inquiry-based modules on Ecosystem Health and Sustainability. The target will be middle schools in Alachua County with large populations of students from populations underrepresented in science and engineering. Graduate students in Zoology and Environmental Engineering Sciences will be paired with teachers. As a team, they will participate in a summer institute and a workshop to learn and discuss pedagogy associated with inquiry-based learning, to review state and national science standards, and to decide upon specific topics that meet the needs of individual classrooms and take advantage of team members' expertise. Graduate Fellows and teachers will design and modify modules focused on Ecosystem Health and Sustainability. These modules will specifically address national and state science standards, and will stress hands-on exploration of environmental "mysteries". Experimentation, data collection, analysis, and interpretation of results will be stressed. Projects will have immediate relevance to the students' lives and will be posted on a website. All classrooms participating in the project will be furnished with computers and technical support to facilitate this web-based communication. After testing and refinement, modules will be made widely available through summer training workshops, in which kits for implementation of modules will be provided free of charge. Modules and complete instructions will also be made available and widely advertised on the web. To provide mentoring, Graduate Fellows will select from a menu of options for working individually or in small groups with students. Likewise, middle school students will become role models for peers and younger children by participating in already-established science programs designed to provide opportunities for sharing scientific learning. Specifically, the program aims to: o foster middle school students' desire to pursue careers in science, technology, engineering and mathematics, especially within underrepresented groups. o provide support and preparation for Graduate Fellows to pursue a career in education. o improve science, technology, engineering, and mathematics curricula in the public schools while addressing state and federal standards. Project Title: Science Partners in Inquiry-based Collaborative Education (S.P.I.C.E.) Institution: University of Florida PI/Co-PI: Douglas Level, Jean Andino, Betty Camp, Roberta Harbrucker, Mary Jo Koroly Partner School Districts: Alachua County Financing: $1,445,013 Number of fellows per year: 9 graduate Setting: Rural Target audience of the project: Middle School NSF supported disciplines involved: Science and Engineering GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Levey, Douglas Mary Jo Koroly Betty Dunckel Jean Andino Roberta Harbrucker University of Florida FL Sonia Ortega Continuing grant 1652013 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0231857 July 1, 2003 GK-12: Middle School Investigators in Environmental Science. Proposal Summary New Mexico State University is partnering with the three public school districts in south-central New Mexico and the Chihuahuan Desert Nature Park (CDNP), a non-profit organization that provides environmental science experiences for K-12 teachers and students. The Fellows, graduate students in biology, chemistry, biochemistry and geology, partner with middle school science teachers and the CDNP to use weather software produced by AWS Convergence Technologies, Inc. to allow students, Fellows, teachers, and the CDNP staff to access, process and analyze weather data from over 6,000 locations nationwide. The teams are involved in both implementing existing CNDP and AWS learning modules and developing new modules that integrate weather data, geology, biology, and chemistry to fit curricular needs and address New Mexico and national science education standards. The broader impacts of this activity include the mentoring relationships developed between the middle school students and the Fellows who work with them; the increased interest of middle school students in pursuing STEM studies and careers; the enhanced abilities of participating teachers to develop climate focused classrooms modules reflecting the teachers' increased content knowledge and their increased comfort with inquiry-based learning techniques. The fellows are developing improved communication skills (especially with non-scientists), and knowledge of teaching methods and learning processes. In addition the interdisciplinary nature of the teams are resulting in increased Fellow appreciation for interdisciplinary research and an enhanced understanding of the broader scientific and social implications of their research. Title of Project: GK-12: Middle School Student Investigators in Environmental Science Institution: New Mexico State University PI/Co-PI: Nancy J. McMillan, New Mexico State University; Stephanie Bestelmeyer, Chihuahuan Desert Nature Park; Erlinda Martinez, Las Cruces Public Schools District; Cynthia Nava, Gadsden Public Schools District; Georgia Lane, Hatch Public Schools District Partner School Districts: Las Cruces, Gadsden, Hatch Budget: 1,267,299 total for three years No of Fellows/year: 11 Graduate Fellows Target Audience: Middle School Setting: Urban, Rural Disciplines: Biology, Chemistry, Biochemistry, Geology GRAD TEACHING FELLOWS IN K-12 EDUCATION/HUMAN RESOURCES,OCE DGE EHR McMillan, Nancy New Mexico State University NM Sonia Ortega Continuing grant 1520299 7179 1690 SMET 9179 7179 0000099 Other Applications NEC 0231863 May 1, 2003 GK-12: Partners Investigating our Environment (PIE). The primary focus of the project will be to develop learning teams comprised of middle school students, teachers, graduate student fellows and Ball State University faculty. The partnership works together on inquiry-based environmental studies at the local, regional and global levels. The common experience for all participants is The Global Learning and Observations to Benefit the Environment (GLOBE) Program. GLOBE integrates science, mathematics and technology into its educational format. The learning teams devise a system wide student inquiry project to investigate an environmental issue of local significance. Schools collect local environmental data using established scientific protocols and, through the technology of the GLOBE web site, communicate with students from other regions and countries. These activities are integrated with and support the Indianapolis Public School's science curriculum frameworks. The core experiences emphasized by the project include: (1) content in life, physical and earth/space science, (2) the inquiry process, (3) data gathering and analysis, and (4) graphing and interpretation of scientific data. PIE teaches students to trust the observations they make and conclusions they draw. The broader impact of the project include its focus on bringing environmental educational experiences to an urban student population and the opportunity it provides for middle school students to become scientists in their own backyard. This project is partially supported with funds from the Directorate for Biological Sciences. Title: GK-12 Partners Investigating our Environment (PIE) Institution: Ball State University PI: Kemuel Badger, Walter Smith Partner School District: Indianapolis Public Funding: $1,257,156 total for 3 years Graduate Fellows per year: 10 Setting: Urban Target Audience: grades 6-8 NSF Supported Disciplines: Biology, Geology, Natural Resources, Chemistry, and Physics . GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Badger, Kemuel Walter Smith Ball State University IN Sonia Ortega Continuing grant 1487156 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0231875 June 1, 2003 Implementation of Inquiry-Based Teaching and Learning of Science and Mathematics in New York City Middle Schools. This GK-12 project supports fellows at Columbia University, from the departments of Biology, Chemistry, and Mathematics, and undergraduate fellows at Barnard College, from the Department of Environmental Science. The fellows engage in educational activities with middle school students in an urban New York City school district. Nine graduate students and three advanced undergraduates are supported per year. Teams of fellows and science teachers utilize inquiry-based projects in an effort to develop novel curricula based on issues that connect with the everyday lives of the students. The science is presented with other areas of instruction such as social studies, art and literature to enhance the students' appreciation for the social context of science. The Institute for Learning Technologies at Teachers College of Columbia University is a partner in this project. The intellectual merit is evidenced by the unique inclusion of literature and history in the presentation of science in the middle school context, e.g. including reading and writing skills. Broader impacts relate to the relevance of the subjects targeted, e.g. environmental issues. This project is partially supported by funds from the Directorate for Mathematical and Physical Sciences. Project title: Implementation of Inquiry-Based Teaching and Learning of Science and Mathematics in New York City Middle Schools Institution: Columbia University PI/Co-PI: Leonard Fine, Bhawani Venkataraman Partner School Districts: New York City School District Two, Funding: $1,406,400 Number of fellows/year: 9 graduate, 3 undergraduate Setting: Urban Target audience: Middle School NSF supported disciplines involved: Chemistry, Biology, Mathematics GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Fine, Leonard Stacey Brydges Columbia University NY Sonia Ortega Continuing grant 1613400 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0231877 January 1, 2003 GK-12: Exploring California Biodiversity. The overall objective of the project is to inspire K-12 students in the study of biodiversity and give graduate fellows an understanding of issues in K-12 education. This project connects the museums and field stations at UC Berkeley with the local K-12 community. Early in the academic year, the graduate fellows take the K-12 students and their teachers on a field trip to one of the Berkeley Natural History Field Stations that allow access to diverse natural habitats in California. The students collect natural history items that form the kernel of subsequent classroom activities. Together with the graduate fellows, the school students curate and/or identify the specimens collected using additional information from the large BNHM collections. The K-12 students and teachers enter specimen data and associated information into a database, which is linked to the already established databases of the BNHMs, and has a web interface. They then use interpretive tools to study their data. The students develop hypotheses, based on the information collected and analyses performed, and test these in the field. The data that the students generate and associated interpretations are shared among participating schools, and the information is made accessible to schools throughout the Bay Area. There are broad impacts from this project to a number of beneficiaries. The PIs and graduate fellows benefit from (i) the expanded database on spatial and temporal patterns of biodiversity, information that is critical to developing hypotheses as to historical processes responsible for biogeographic patterns, current factors affecting distributions, and future trajectories; and (ii) development of skills in communication and leadership. The K-12 teachers benefit from direct involvement in research and enrichment in the approach to, and understanding of, evolutionary biology, including a strong sense of participation in monitoring of biodiversity. The schools benefit from the enhanced access to technology, and development of their own natural history collections and associated databases coupled with interpretive tools. Project title: GK-12: Exploring California Biodiversity Institution: University of California Berkeley PI/Co-PI: Rosemary Gillespie, Donald Dahlsteen, David Lindbergh, Craig Moritz, Mary Power Partner School Districts: West Contra Costa Unified, Funding: $ 1,432,160 total for 3 years No of fellows/yr: 6 graduate, 2undergraduate, yr 1; 8 graduate, 8 undegraduate yr 2,3 Setting: Urban Target audience: middle-high school NSF supported disciplines involved: Science and Mathematics, Environmental Science GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Gillespie, Rosemary Donald Dahlsten Mary Power Craig Moritz David Lindberg University of California-Berkeley CA Sonia Ortega Continuing grant 1604160 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0231883 January 1, 2003 GK-12, Wayne State University/ Detroit Public Schools Science and Mathematics Teaching Fellowship Program. Building upon and expanding a previous GK-12 project (DGE 9979550), this partnership between the Colleges of Science and Education at Wayne State University (WSU) and the administration and teachers of the Detroit Public Schools (DPS) Fellow/teacher teams is working in two Detroit inner city middle schools, (Foch and Hally). The teams negotiate the role of each team member and discuss science and mathematics content and concepts; effective classroom management techniques; and teaching methods and the research on teaching and learning that undergirds them during summer workshops in pedagogy and classroom management and academic year Math and Science workshops. The subject foci of these workshops are determined by the requirements of state standards and the needs of the middle school classes. They provide fellows with content knowledge outside of their major and give the teacher and fellow teams a more coherent view of middle school math and science. In addition to their work with teachers in the classroom, the Fellows organize and participate in family mathematics and science nights, assist with science fairs, and forge ties between the schools and community based outreach organizations, such as The Greening of Detroit, Earth Force and Friends of the Rouge. Wayne State science, math and engineering faculty visit the partner schools and conduct science and math activities with the students. The broader impacts of the program include the strong partnership being forged between the students and faculty of Wayne State and the students and faculty of two urban schools with predominantly African American student populations and the many community groups, including parents, it is enlisting in its effort to build a local comprehensive learning community that nourishes children's interests and abilities in mathematics, the sciences and technology. Overall broader student and teacher contacts are being developed and there is an increase in the number of faculty participating in outreach activities. Part of the support for this project comes from the Directorate for Mathematics and Physical Sciences. Title: GK-12, Detroit Science and Mathematics Fellowship Program, Institution: Wayne State University PI/co-PI: Regina Zibuck, PI; Maria Ferreira, Carl Freeman, Wayne State; Karen Harrison, Nancy Varner, Detroit Public Schools Funding: $1,498,265 total for 3 years Partner School District: Detroit Public Fellows per year: 6 graduate and 14 undergraduate Target grades: 6-8 Setting: Urban NSF supported disciplines involved: Science and Mathematics GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Zibuck, Regina D. Carl Freeman Nancy Varner Maria Ferreira Karen Harrison Wayne State University MI Sonia Ortega Continuing grant 1636265 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0231900 January 1, 2003 GK-12 PRISM Problems & Research to Integrate Science & Mathematics. Basing their work on their expertise in science and mathematics, teams composed of teachers, and graduate and undergraduate Fellows are developing new materials and adopting and adapting existing materials for problem- based learning (PBL) and interactive case based learning (ICBL) cases that integrate grade appropriate science and math content into locally relevant classroom modules. The Fellows are assisting teachers in introducing and testing these cases and problems in a variety of middle and high schools in the Atlanta area. In preparation for this work, the teams are participating in workshops on PBL and ICBL pedagogy, as well as teacher- designed introductions to urban education. Each team is collaborating on developing plans that include a needs assessment, an action plan, an implementation plan and a communication plan. The teams are also providing professional development for other teachers in the school. The broader impacts of these activities include benefits to the Fellows, the teachers and the K-12 students involved. The Fellow are gaining the skills and knowledge necessary to: engage in active learning teaching pedagogies and reflective practice; practice the teamwork required for interdisciplinary science collaboration that leads to success in modern scientific research; communicate science effectively to a broader audience; and to include outreach activities in their career goals when they are practicing scientists. The teachers are enhancing and updating their Math /Science content knowledge and are sharing this knowledge with other teachers. They are benefiting as well from enhanced articulation and communication between middle school and high school teachers and between teachers and college faculty and students. The high school and middle school students involved are benefiting not only from the classroom modules being developed but are also interacting with role models to whom they can relate, leading to improved student interest in science and mathematics careers. Part of the support for this project comes from the Directorate for Mathematics and Physical Sciences Title: Problems and Research to Integrate Science and Mathematics (PRISM) Institution: Emory University PI/Co-PI: Joseph B. Justice; Patricia Marsteller, Preetha Ram Partner School Districts: DeKalb County, City Schools of Decatur, Fulton County, Atlanta Public Funding: $1,493,055 # of Fellows/yr: 10 Graduate, 10 Undergraduate Setting: Urban Grade Band: middle-high school Disciplines Affected: Science and Mathematics GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED OFFICE OF MULTIDISCIPLINARY AC DGE EHR Justice, Joseph Patricia Marsteller Preetha Ram Emory University GA Sonia Ortega Continuing grant 1876387 7179 1731 1253 SMET 9179 7179 0000099 Other Applications NEC 0231909 June 1, 2003 GK-12 Project STAMP -- Science Technology and Mathematics Partnerships. Project STAMP - Science Technology and Mathematics Partnerships - provides graduate fellows from the University of Boston, from the departments of Biology, Physics, Chemistry, Medicine and Engineering, for educational activities with grade 6-12 students in the urban and suburban Boston, Chelsea, Newton and Quincy school districts. External partners include the Boston Museum of Science, the New England Aquarium, Melles Griot (an optics company) and the New England Board of Higher Education. Nine graduate students and four advanced undergraduates are supported per year. The themes are investigation, experimentation and problem solving. Innovative aspects include the use of a mobile laboratory as a capstone experience. The wide variety of school districts participating illustrate the broader impacts of this project as does the extensive use of the many resources available in the Boston area. This project is partially supported with funds from the Directorate for Mathematics and the Physical Sciences Project title: Science, Technology and Mathematics Partnerships Institution: Boston University PI/Co-PI: Bennett Goldberg, Donald DeRosa, Peter Garik, Constance Phillips, Michael Ruane Partner School Districts: Boston, Chelsea, Newton, Quincy Funding: $ 1,419,131 total for 3 years Number of fellows/year: 9 graduate, 4 undergraduate Setting: Urban Target audience: 6-12 NSF supported disciplines involved: Biology, Physics, Chemistry, Engineering GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Goldberg, Bennett Michael Ruane Peter Garik Constance Phillips Donald DeRosa Trustees of Boston University MA Sonia Ortega Continuing grant 1626131 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0231913 August 1, 2003 GK-12: Cornell Science Inquiry Partnerships (CSIP). The Cornell Science Inquiry Partnerships (CSIP) will involve graduate fellows working with science teachers in grades 7-12 in rural and urban schools in upstate NY. CSIP will have a broad disciplinary base, incorporating fellows from the Colleges of Agriculture and Life Sciences, Arts and Sciences, and Engineering. Through CSIP, middle school and high school students will be engaged in three types of inquiry: (1) open-ended explorations of unexplained phenomena, (2) highly structured investigations that proceed toward known outcomes and are designed to teach specific concepts or principles, and (3) activities that lead to an understanding of the nature of scientific research, (e.g., the importance of peer review). Fellows also will teach specific concepts related to their research, the students' inquiry projects, and required course content. GK-12 fellows will develop leadership, mentoring, and teaching skills; the ability to work in multidisciplinary teams; and partnerships with faculty, peers, and teachers--all of which will aid them in their research and future employment. Teachers will enhance their ability to guide student researchers and will develop collaborations with universy faculty and community organizations. Through CSIP, university students, faculty, and high school and middle school teachers will develop long-term partnerships, create new approaches to enhance inquiry learning, and update science content taught in secondary schools. An important outcome of CSIP will be that these new instructional materials and models can be disseminated for the benefit of other students and teachers nationwide. Partner School Districts: Cortland City, Ithaca City, Newark Valley Central, Rochester City, Seneca Falls Central, Tompkins-Seneca-Tioga BOCES, Whitney Point Central Budget: $1,500,006 (total for 3 years) No of Fellows/year: 10 Graduate Fellows Target Audience: Middle & High School Setting: Urban, Rural Disciplines: Life Sciences, Earth Science, Chemistry, Physics, Engineering GRAD TEACHING FELLOWS IN K-12 CROSS-DIRECTORATE ACTIV PROGR DGE EHR Krasny, Marianne Nancy Trautmann Cornell University - State NY Sonia Ortega Continuing grant 1743056 7179 1397 SMET 9179 7179 0000099 Other Applications NEC 0231923 February 1, 2003 GK-12 Access Science: Today's teachers and tomorrow's scientists teaching and learning together. Access Science, a renewed GK-12 project, supports fellows at the University of Pennsylvania from the departments of Biology, Physics, Chemistry, Mathematics, Computer Science and Engineering, for educational activities with grade K-12 students in the urban public schools in West Philadelphia. The school population is 98% African American. Penn's Center for Community Partnership participates in the project. Ten graduate students and twenty advanced undergraduates are supported per year. The themes are hands-on and inquiry based science, mathematics, engineering and technology. The nature of the schools involved result in a broad impact of this project on populations that are currently underrepresented in the sciences, technology, mathematics, and engineering professions. This project is receiving partial support from the Directorate for Mathematics and Physical Sciences Title: GK-12 Access Science: Today's Teachers and Tomorrow's Scientists Teaching and Learning Together PI: Dennis DeTurck Institution: University of Pennsylvania Partner School Districts: School District of Philadelphia, West and Southwest Area Offices Number of Fellows/year: 10 graduate; 20 Undergraduate Funding: $1,496,070 Total for 3 years Grade Bands: K-12 Setting: Urban Disciplines: Mathematics, Biology, Chemistry, Physics, Computer Science, Engineering GRAD TEACHING FELLOWS IN K-12 CROSS-DIRECTORATE ACTIV PROGR OFFICE OF MULTIDISCIPLINARY AC DGE EHR DeTurck, Dennis University of Pennsylvania PA Sonia Ortega Continuing grant 1840637 7179 1397 1253 SMET 9179 7179 0000099 Other Applications NEC 0231969 January 15, 2003 Alliance for Enhancement of Science Education and Technology. Based on a prior GK-12 project that partnered 31 graduate teaching Fellows with 36 teachers in 14 schools in the Metropolitan Nashville Public Schools, this current project pairs the Fellows with teams of teachers at select middle schools. These teams come together for three weeks during the summer to build their partnership relationship, review national and local standards, and select and design activities for the upcoming year. The Fellows enter their partner classroom in the fall, and spend 10 hours per week in the classroom presenting hands-on inquiry-based science activities in 7th and 8th grade classrooms. They also participate in a bimonthly seminar, and take a 3 hr science methods course. Each of the participants contributes a particular strength to the key activities. Teachers provide ongoing feedback through meetings and focus groups, as well as act as mentor teachers within their school and during the summer workshops; the Fellows' research advisors attend two class periods per semester to observe their Fellow in action and to interact with the K-12 students and teachers. Mathematics is integrated into each activity and mathematics graduate students and master teachers are active participants. The summer partnership building includes a two week in-laboratory experience for the partner teachers. Broader impacts of these activities include the outreach to a wide number of schools and the model it provides of giving teachers a central role in planning and evaluation. This project is receiving partial support from the Directorate for Biological Sciences Project Title: Alliance for Enhancement of Science Education and Technology Institution: Vanderbilt University, Meharry Medical College (MMC) PI/Co-PI: Virginia Shepherd, Melvin Joesten, Maria de Fatima Lima (Meharry) Partner School Districts: Metropolitan Nashville Financing: $1,493,700 Number of fellows/year: 10 graduate, 2 undergraduate Setting: middle school Target Audience: Urban NSF supported disciplines involved: mathematics GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Shepherd, Virginia Melvin Joesten Maria Lima Vanderbilt University Medical Center TN Sonia Ortega Continuing grant 1860278 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0231986 June 1, 2003 GK-12: Partners in Science Education: GK-12 Fellow at CU-Boulder. This GK-12 project supports fellows at the University of Colorado, from the departments of Astrophysics, Environmental Biology, and Chemistry, for educational activities with 6th-8th graders and 9th-10th graders in the Boulder Valley school districts, targeting especially Hispanic populations. Nine graduate students and five advanced undergraduates are supported per year. The themes are adaptation, implementation and enrichment of Full Option Science System (FOSS) modules, a modular approach to teaching elementary school science. The microscopic-macroscopic connection in science (biology and chemistry) is emphasized. Partners include the Sombrero Marsh Nature Center, the Cooperative Institute for Environmental Science, Thorn Ecological Institute and the City of Boulder Open Space and Mountain Parks. The intellectual merit is evidenced by the unifying focus on environmental issues. Broader impacts are reflected in the nature of the schools, as many include students in groups currently underrepresented in science. This project is partially supported by funds from the Directorate for Mathematical and Physical Sciences. Project Title: Partners in Science Education: GK-12 Fellows at CU-Boulder Institution: University of Colorado Boulder PI/Co-PI: Veronica Bierbaum, Margaret Asirvatham, Frances Bagenal, Andrew Martin, Lesley Smith Partner School Districts: Boulder Valley Funding: $1,359,348 Number of Fellows/year: 9 graduate, 5 undergraduate Setting: Suburban, Rural Target Audience: Grades 6 to 10 NSF supported disciplines involved: physics, chemistry, biology, geology GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Bierbaum, Veronica Frances Bagenal Lesley Smith Andrew Martin Margaret Asirvatham University of Colorado at Boulder CO Sonia Ortega Continuing grant 1566348 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0231993 March 1, 2003 Science For Our Schools (SFOS). This project is a partnership of several science departments and several minority serving school systems. The Broader Impact of the project is very high. Students are placed in several urban schools with large minority enrollments. The Fellows, in partnership with cooperating teachers, are adapting and implementing laboratories, activities and demonstrations that meet California science content standards. Part of the Intellectual Merit of the proposal is the broad range of academic faculty involved in both supervising Fellows and participating in professional development activities. The Departments of Physics and Astronomy, Geological Sciences, Chemistry and Biochemistry, Biology and Microbiology are involved. This project is receiving partial support from the Directorate for Mathematics and the Physical Sciences. Title: Science For Our Schools (SFOS) Institution: California State University at Los Angeles PI/Co-PI: Susan Tereby, David Mayo Partner School Districts: Garvey, Montebello Unified, Los Angeles Unified District K, Baldwin Park Number of Fellows per year: 8 graduate students Target Audience: Grades 7 - 12 Setting: Urban NSF Supported Disciplines: Physics and Astronomy, Geology, Chemistry and Biology. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Terebey, Susan California State L A University Auxiliary Services Inc. CA Sonia Ortega Continuing grant 1527521 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0231997 January 1, 2003 Lane County School Districts and University of Oregon Partnership to Enhance Science, Technology, Engineering and Mathematics (STEM) Education. This GK-12 project supports fellows at the University of Oregon, from the departments of Physics and Chemistry, for educational activities with grade K-12 students in the rural Lane County school districts. Eleven graduate students and two advanced undergraduates are supported per year. The themes are hands-on experience, inquiry-based learning, and, for K-8, the creative use of "Science and Technology for Children" science kits. The intellectual merit of this project includes the opportunity for the Fellows to work with teachers who help them develop effective teaching skills while honing their own understanding of mathematics and the sciences. The broader impact is the help given to the schools as they adapt the kits for uses consistent with the state science standards. This project is receiving partial support from the Directorate for Mathematics and the Physical Sciences Project title: Partnership to Enhance Science, Technology, Engineering and Mathematics Education Institution: University of Oregon PI/Co-PI: David Johnson, Dean Livelybrooks, Caroline Page, David Tyler Partner School Districts: Lane County Funding: $ 1,490,824 total for three years Number of fellows/year: 11 graduate, 2 undergraduate Setting: Rural Target audience: K-12 NSF supported disciplines involved: chemistry, physics and mathematics GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Johnson, David David Tyler Catherine Page Dean Livelybrooks University of Oregon Eugene OR Sonia Ortega Continuing grant 1743824 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0231998 March 1, 2003 GK-12 Science and Mathematics Inquiry in Los Angeles Urban Schools. The project pairs new teachers with Fellows and Fellows with discipline mentors. Throughout a summer and academic year they work together at UCLA in courses to address pedagogical issues and at our partner schools in the classrooms to implement the mathematics and science activities developed. As part of the intellectual merits of this project, the GK-12 Fellows gain first-hand experience in designing and testing curricular materials; GK-12 teachers refine their content knowledge as they collaborate with Fellows; and the high school and middle school students gain an enriched understanding of mathematics and science as well as an opportunity to interact with role models for careers in science and mathematics. There are broad impacts for the Fellows, teachers and students involved. The fellows, most of whom intend to pursue careers in higher education, are gaining useful teaching skills and pedagogical knowledge as well as developing abilities that will help them engage professionally in addressing the social issues that confront all urban schools. During the three years of the project benefits will accrue to over 120-150 first-year mathematics and science teachers who teach a total of over 50,000 students in the most poorly performing schools in Los Angeles. Over 200 standards-aligned, inquiry-based mathematics and science activities that meet the needs of these students are being adapted or developed and then field-tested during the three years of this project. This resource of edited materials with annotated teaching notes is being published during the course of the project and distributed electronically through the UCLA in LA web site (http://www.la.ucla.edu) a portal created by the University for the entire Los Angeles community. Part of the support for this project comes from the Directorate for Mathematics and Physical Sciences. Project title: Science and Mathematics Inquiry in Los Angeles Urban Schools Institution: University of California Los Angeles PI/Co-PI: Arlene Russell, Frederick Freking, Theodore Gamelin Partner School Districts: Belmont-Lincoln-Wilson Community (LA Dst F), Centinela Valley High Funding: $$1,418,032 total for 3 years Number of fellows/year: 10 graduate, 4 undergraduate Setting: Urban Target audience: Middle-high school NSF supported disciplines involved: Science and Math GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Russell, Arlene Theodore Gamelin Frederick Freking University of California-Los Angeles CA Sonia Ortega Continuing grant 1572507 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0232016 August 1, 2003 The GK-12 Program in Hawaii: Using the Native Biota for Science Education. Building on a currrent GK-12 project (DGE 9979656) the University of Hawaii and the the Hawaii Department of Education are working to ensure sustainability of the collaboration that has been forged between them. Graduate students in Ecology, Evolution and Conservation Biology (EECB) are interacting with and improving the content knowledge and inquiry skills of students and teachers at K-12 schools in Hawaii. The graduate and undergraduate Fellows are learning current science education reform efforts including national and state standards for science education while teaching science through inquiry to improve their own communication and teaching skills. Science teachers are provided with professional development opportunities to gain current knowledge of research in ecology, evolution and conservation biology in Hawaii. The graduate and undergraduate Fellows serve as role models of practicing scientists by engaging K-12 students and teachers as active participants in ongoing research in the EECB program. Thus a culture of collaboration between science research and science education is being developed in Hawaii. The graduate fellows bring information from the natural laboratory to the K-12 students and teachers in the classroom, and also bring the K-12 students and teachers to the natural laboratory in field-based activities. Previous projects have contributed to real-life situations within the local communities. In one case, the data collected by the K-12 students resulted in the eradication of an incipient invasion of an alien ant species as well as the discovery of two previously unrecorded species of ants. Thus, besides the intellectual merits of the current program in Hawaii, the individual projects are having a broad impact on issues being addressed by the local communities. Collaborative relationships are being developed with more than 20 community, government (federal, state and county), and professional agencies/organizations. Through these collaborations K-12 educators and students are developing a better understanding of the fragility of the island ecosystems and the importance of efforts made to conserve them. Project title: Using the Native Biota for Science Education Institution: University of Hawaii PI/Co-PI: Kenneth Kanashiro, Sheila Conant, Robert Kinzie, Donald Young Partner School Districts: Hawaii State Department of Education Funding: $ 1,482,270 Number of fellows/year: 10 graduate, 2 undergraduate Setting: Urban, Suburban, Rural Target audience: K-12 NSF supported disciplines involved: Biology EXP PROG TO STIM COMP RES INTERNATIONAL PLAN & WORKSHOPS GRAD TEACHING FELLOWS IN K-12 DGE EHR Kaneshiro, Kenneth Donald Young Sheila Conant Robert Kinzie Erin Baumgartner University of Hawaii HI Sonia Ortega Continuing grant 1709720 9150 7299 7179 SMET 9179 7179 5978 1067 0000099 Other Applications NEC 0233422 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Miller, Thomas Miller, Thomas F none Gisele T. Muller-Parker Fellowship 111500 7172 SMET 9179 0000099 Other Applications NEC 0233423 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Dennis, Cindi Dennis, Cindi L none Gisele T. Muller-Parker Fellowship 89859 7172 SMET 9179 0000099 Other Applications NEC 0233424 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Suehs, Carey Suehs, Carey M none Gisele T. Muller-Parker Fellowship 90877 7172 SMET 9179 0000099 Other Applications NEC 0233427 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Wall, Michael Wall, Michael D AZ Gisele T. Muller-Parker Fellowship 110500 7172 SMET 9179 0000099 Other Applications NEC 0233428 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Menton, Mary Menton, Mary C none Gisele T. Muller-Parker Fellowship 106316 7172 SMET 9179 0000099 Other Applications NEC 0233429 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of California-Riverside CA William J. Hahn Fellowship 573812 7172 SMET 9179 0000099 Other Applications NEC 0233431 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Rea, Susan Rea, Susan M none Gisele T. Muller-Parker Fellowship 101000 7172 SMET 9179 0000099 Other Applications NEC 0233432 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Latham, James Latham, James M none Gisele T. Muller-Parker Fellowship 67437 7172 SMET 9179 0000099 Other Applications NEC 0234611 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Connecticut CT William J. Hahn Fellowship 314000 7172 SMET 9179 0000099 Other Applications NEC 0234612 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Dartmouth College NH William J. Hahn Fellowship 990000 7172 SMET 9179 0000099 Other Applications NEC 0234613 September 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS HUMAN RESOURCES DEVELOPMENT DGE EHR none, none University of Florida FL William J. Hahn Fellowship 2305000 7172 1360 SMET 9179 0000099 Other Applications NEC 0234614 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Delaware DE Gisele T. Muller-Parker Fellowship 779000 7172 SMET 9179 0000099 Other Applications NEC 0234615 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Colorado State University CO William J. Hahn Fellowship 784000 7172 SMET 9179 0000099 Other Applications NEC 0234618 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Emory University GA Gisele T. Muller-Parker Fellowship 1839500 7172 SMET 9179 0000099 Other Applications NEC 0234619 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Clemson University SC Gisele T. Muller-Parker Fellowship 642000 7172 SMET 9179 0000099 Other Applications NEC 0234621 August 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of California-Irvine CA William J. Hahn Fellowship 1296000 7172 SMET 9179 0000099 Other Applications NEC 0234623 August 1, 2002 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None Clarkson University NY William J. Hahn Fellowship 72500 7172 SMET 9179 0000099 Other Applications NEC 0234626 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Trustees of Boston University MA William J. Hahn Fellowship 1271000 7172 SMET 9179 0000099 Other Applications NEC 0234629 August 15, 2002 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR Douglas, Denise Case Western Reserve University OH Gisele T. Muller-Parker Fellowship 781500 7172 SMET 9179 0000099 Other Applications NEC 0234630 August 15, 2002 Graduate Research Fellowships. GRADUATE FELLOWSHIPS WORKFORCE DGE EHR None, None Carnegie-Mellon University PA William J. Hahn Fellowship 7577625 7172 1713 SMET 9179 0000099 Other Applications NEC 0234631 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of California-Santa Cruz CA William J. Hahn Fellowship 3942000 7172 SMET 9179 0000099 Other Applications NEC 0236803 September 1, 2002 Developing Teacher Leaders in Science: Professional Development for the "I, Bio" Curriculum. To the extent that Biomedical Engineering (BME) is rooted in the biological and medical sciences, a core Systems Physiology course provides undergraduates with an important learning opportunity. However, the rapid evolution of BME's biological and medical foundations necessitates that beyond learning systems physiology's content and concepts, pre-professionals must learn to apply relevant aspects of systems physiology to unanticipated new tasks. The Accreditation Board for Engineering and Technology's EC-2000 criteria similarly support engineers learning to apply their knowledge. This paper describes a principled approach by which we are designing a BME instructional environment in which students learn systems physiology subject matter coupled to its application. We explain how our design principles for this instructional environment evolved from the Project-based Science pedagogical framework and a modern understanding of how people learn, and further discuss our process of participatory design, which involves individuals from both BME and the Learning Sciences. We present our progress to date, and the ideas we have distilled from this experience. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Kanter, David Northwestern University IL Carolyn L. Piper Standard Grant 49937 7174 SMET 9179 0000099 Other Applications NEC 0236995 September 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Dunne, Maureen Dunne, Maureen N none Gisele T. Muller-Parker Fellowship 111500 7172 SMET 9179 0000099 Other Applications NEC 0236997 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS HUMAN RESOURCES DEVELOPMENT DGE EHR None, None Purdue University IN Gisele T. Muller-Parker Fellowship 2866125 7172 1360 SMET 9179 0000099 Other Applications NEC 0236998 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS HUMAN RESOURCES DEVELOPMENT DGE EHR None, None University of Massachusetts Amherst MA William J. Hahn Fellowship 878875 7172 1360 SMET 9179 0000099 Other Applications NEC 0236999 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None New York University NY William J. Hahn Fellowship 2470000 7172 SMET 9179 0000099 Other Applications NEC 0237001 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Montana MT William J. Hahn Fellowship 514000 7172 SMET 9179 0000099 Other Applications NEC 0237002 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of New Mexico NM Gisele T. Muller-Parker Fellowship 1495250 7172 SMET 9179 0000099 Other Applications NEC 0237003 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS HUMAN RESOURCES DEVELOPMENT DGE EHR None, None Michigan State University MI William J. Hahn Fellowship 1612500 7172 1360 SMET 9179 9178 0000099 Other Applications NEC 0237004 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of New Hampshire NH William J. Hahn Fellowship 232000 7172 SMET 9179 0000099 Other Applications NEC 0237005 August 15, 2002 Graduate Research Fellowships. GRADUATE FELLOWSHIPS HUMAN RESOURCES DEVELOPMENT DGE EHR None, None University of Maryland College Park MD William J. Hahn Fellowship 1703400 7172 1360 SMET 9179 7172 0000099 Other Applications NEC 0237075 September 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None The Scripps Research Institute CA William J. Hahn Fellowship 1970200 7172 SMET 9179 0000099 Other Applications NEC 0237078 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Oregon Eugene OR William J. Hahn Fellowship 1330500 7172 SMET 9179 0000099 Other Applications NEC 0237079 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Rockefeller University NY William J. Hahn Fellowship 696000 7172 SMET 9179 0000099 Other Applications NEC 0237080 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Ohio State University Research Foundation OH William J. Hahn Fellowship 2557914 7172 SMET 9179 0000099 Other Applications NEC 0237081 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None William Marsh Rice University TX Gisele T. Muller-Parker Fellowship 1661043 7172 SMET 9179 0000099 Other Applications NEC 0237082 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Notre Dame IN William J. Hahn Fellowship 896625 7172 SMET 9179 0000099 Other Applications NEC 0237083 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Oregon State University OR William J. Hahn Fellowship 1200500 7172 SMET 9179 0000099 Other Applications NEC 0237084 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Rensselaer Polytechnic Institute NY William J. Hahn Fellowship 778000 7172 SMET 9179 0000099 Other Applications NEC 0237088 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Pittsburgh PA William J. Hahn Fellowship 801500 7172 SMET 9179 0000099 Other Applications NEC 0237090 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None North Carolina State University NC Gisele T. Muller-Parker Fellowship 2297075 7172 SMET 9179 0000099 Other Applications NEC 0237093 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Nebraska Medical Center NE William J. Hahn Fellowship 189000 7172 SMET 9179 7172 0000099 Other Applications NEC 0237094 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS HUMAN RESOURCES DEVELOPMENT DGE EHR None, None Pennsylvania State Univ University Park PA William J. Hahn Fellowship 3405500 7172 1360 SMET 9179 0000099 Other Applications NEC 0237095 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Parler, Caroline Parler, Caroline M none Gisele T. Muller-Parker Fellowship 110500 7172 SMET 9179 0000099 Other Applications NEC 0237098 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Gilbert, Hannah Gilbert, Hannah N none Gisele T. Muller-Parker Fellowship 102241 7172 SMET 9179 0000099 Other Applications NEC 0237756 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS HUMAN RESOURCES DEVELOPMENT DGE EHR None, None Texas A&M University Main Campus TX William J. Hahn Fellowship 2310250 7172 1360 SMET 9179 0000099 Other Applications NEC 0237759 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None SUNY at Stony Brook NY William J. Hahn Fellowship 1301250 7172 SMET 9179 0000099 Other Applications NEC 0237760 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Vega, Stephanie Vega, Stephanie A VA Gisele T. Muller-Parker Fellowship 111500 7172 SMET 9179 0000099 Other Applications NEC 0237761 September 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Indiana University IN William J. Hahn Fellowship 2399500 7172 SMET 9179 0000099 Other Applications NEC 0237763 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Houston TX William J. Hahn Fellowship 502000 7172 SMET 9179 0000099 Other Applications NEC 0237764 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None George Washington University DC William J. Hahn Fellowship 305500 7172 SMET 9179 0000099 Other Applications NEC 0237765 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Louisiana State University & Agricultural and Mechanical College LA William J. Hahn Fellowship 432291 7172 SMET 9179 0000099 Other Applications NEC 0237767 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Georgetown University DC Gisele T. Muller-Parker Fellowship 381500 7172 SMET 9179 0000099 Other Applications NEC 0237768 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Wisconsin-Milwaukee WI William J. Hahn Fellowship 202091 7172 SMET 9179 0000099 Other Applications NEC 0237769 September 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Georgia GA Gisele T. Muller-Parker Fellowship 1287500 7172 SMET 9179 0000099 Other Applications NEC 0237771 September 1, 2002 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None University of Minnesota-Twin Cities MN William J. Hahn Fellowship 5876690 7172 SMET 9179 7172 0000099 Other Applications NEC 0237777 September 15, 2002 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR Dinh, Nancy Dinh, Nancy T MI Gisele T. Muller-Parker Fellowship 113724 7172 SMET 9179 0000099 Other Applications NEC 0238725 August 15, 2002 Gradudate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Syracuse University NY William J. Hahn Fellowship 215000 7172 SMET 9179 0000099 Other Applications NEC 0238729 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Tennessee Knoxville TN Gisele T. Muller-Parker Fellowship 651800 7172 SMET 9179 0000099 Other Applications NEC 0238731 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Pepall, Lynne Tufts University MA William J. Hahn Fellowship 628619 7172 SMET 9179 0000099 Other Applications NEC 0238732 August 15, 2002 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None Tulane University LA William J. Hahn Fellowship 277750 7172 SMET 9179 9178 0000099 Other Applications NEC 0238733 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Utah UT William J. Hahn Fellowship 547500 7172 SMET 9179 9178 0000099 Other Applications NEC 0238738 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Iowa State University IA William J. Hahn Fellowship 688518 7172 SMET 9179 0000099 Other Applications NEC 0238739 August 15, 2002 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None Virginia Polytechnic Institute and State University VA William J. Hahn Fellowship 1780000 7172 SMET 9179 0000099 Other Applications NEC 0238741 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS PROJECTS DGE EHR None, None Vanderbilt University TN Gisele T. Muller-Parker Fellowship 1199941 7172 1978 SMET 9179 0000099 Other Applications NEC 0238742 August 15, 2002 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None Arizona State University AZ William J. Hahn Fellowship 2043673 7172 SMET 9179 0000099 Other Applications NEC 0238744 September 15, 2002 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None Washington State University WA William J. Hahn Fellowship 272500 7172 SMET 9179 0000099 Other Applications NEC 0238746 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Virginia Main Campus VA William J. Hahn Fellowship 1300500 7172 SMET 9179 0000099 Other Applications NEC 0238752 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None South Dakota State University SD William J. Hahn Fellowship 70000 7172 SMET 9179 0000099 Other Applications NEC 0238753 September 1, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Northwestern University IL William J. Hahn Fellowship 5757827 7172 SMET 9179 0000099 Other Applications NEC 0238754 September 15, 2002 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None Northeastern University MA William J. Hahn Fellowship 110500 7172 SMET 9179 0000099 Other Applications NEC 0238756 August 15, 2002 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Mayo Clinic Rochester MN Earnestine Psalmonds Fellowship 70000 7172 SMET 9179 0000099 Other Applications NEC 0238757 September 15, 2002 Graduate Research Fellowships. GRADUATE FELLOWSHIPS DGE EHR None, None University of Miami FL Gisele T. Muller-Parker Fellowship 541000 7172 SMET 9179 0000099 Other Applications NEC 0238759 August 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Kentucky Research Foundation KY William J. Hahn Fellowship 516583 7172 SMET 9179 0000099 Other Applications NEC 0239419 September 1, 2002 Enhancing Opportunities for Undergraduate Learning in Immunology. The objective of this proposal is to provide opportunities for undergraduates to participate in research in cellular immunology at a small liberal arts college. Students will be mentored by the Principal Investigator, a faculty member with dual training in immunology and science education, through the NSF Postdoctoral Fellowship in Science, Mathematics, Engineering and Technology Education Program (PFSMETE). Independent research is a powerful learning experience for undergraduates. Students are motivated to think creatively. They are given the chance to develop skills in experimental design, data analysis and interpretation, communication of findings and ideas with others, and to feel the sheer excitement of discovery. Undergraduate research can inspire students to pursue careers in science, and those who have the chance to work closely with a dedicated teacher and mentor may be more likely to include education as part of their future paths. Thus, the benefit of such experience goes well beyond the individuals involved. The research proposed will focus on the immune system of fish, a model well?suited for study in a small college setting. The adaptive immune system of fish is particularly interesting because it has many of the same cell types and functions as the mouse and human immune systems, yet is simpler and largely unexplored. Support will allow up to four students (during the academic year as well as summers) to work on characterizing the kinetics of zebrafish B cell (antibody?producing white blood cells) responses to immunization with innocuous proteins. For example, at various times after immunization with different proteins, students will determine the number and location of antibody producing cells in the main lymphoid organs, spleen and head kidney. This work has the distinct advantage of being easily divided into well?defined projects that will accommodate students of different levels of experience and knowledge. Students will communicate their findings the yearly college?wide research symposiums, as well as regional and/or national scientific meetings. Information on where and when B cell activation occurs during the primary immune response will provide a basis on which to begin to study secondary, memory cell mediated responses, those which are responsible for providing long?term immunity to pathogens. Learning how immune memory is developed and maintained in fish will be beneficial both to understanding the evolution of higher vertebrate immune systems, and to efforts in developing more effective vaccines for aquaculture. Having undergraduates be empowered contributors to this field of knowledge will be invaluable. POSTDOC FELLOW IN SCI, MATH EN DGE EHR Hannum, Lynn Colby College ME Carolyn L. Piper Fellowship 50000 7174 SMET 9179 0000099 Other Applications NEC 0245211 July 1, 2003 CGS/NSF Dean In Residence. The purpose of the CGS/NSF Dean-in-Residence Program is to enhance the partnership between the National Science Foundation (NSF) and the graduate community by creating a mechanism for ongoing and substantive communications between senior administrators at our universities providing graduate education and the NSF. Based on the model of the Council of Graduate Schools (CGS) Dean-in-Residence Program, CGS established the first CGS/NSF Dean in Residence in 2002 under a grant from NSF. GRADUATE FELLOWSHIPS DGE EHR Stewart, Debra Council of Graduate Schools DC Carol F. Stoel Continuing grant 1554206 7172 SMET 9179 0000099 Other Applications NEC 0300642 October 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Boston, College Boston College MA William J. Hahn Fellowship 275000 7172 SMET 9179 0000099 Other Applications NEC 0303000 November 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Hawaii HI William J. Hahn Fellowship 1872554 7172 SMET 9179 0000099 Other Applications NEC 0305342 December 1, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR None, None Union Institute & University OH William J. Hahn Fellowship 32000 7172 SMET 9179 0000099 Other Applications NEC 0305343 November 15, 2002 Graduate Research Fellowship Program. GRADUATE FELLOWSHIPS DGE EHR Travassos, Mark Travassos, Mark A none Gisele T. Muller-Parker Fellowship 33000 7172 SMET 9179 0000099 Other Applications NEC 0305344 April 1, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Dayton OH Earnestine Psalmonds Fellowship 99082 7172 SMET 9179 0000099 Other Applications NEC 0305346 September 1, 2003 GRADUATE RESEARCH FELLOWSHIP. GRADUATE FELLOWSHIPS DGE EHR Kagan, David Kagan, David none Gisele T. Muller-Parker Fellowship 120000 7172 SMET 9179 0000099 Other Applications NEC 0305349 September 1, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Florida Agricultural and Mechanical University FL Earnestine Psalmonds Fellowship 78500 7172 SMET 9179 0000099 Other Applications NEC 0305350 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Dodd, Michael Dodd, Michael C none Gisele T. Muller-Parker Fellowship 109621 7172 SMET 9179 0000099 Other Applications NEC 0305352 September 1, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Gallaudet University DC William J. Hahn Fellowship 119000 7172 SMET 9179 0000099 Other Applications NEC 0309534 July 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Mori, Scott New York Botanical Garden NY Carolyn L. Piper Fellowship 37200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312048 September 15, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Locke, Bruce Florida State University FL Carolyn L. Piper Fellowship 37200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312065 August 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Balandin, Alexander University of California-Riverside CA Carolyn L. Piper Fellowship 37200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312083 July 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Marsic, Ivan Rutgers University New Brunswick NJ Carolyn L. Piper Fellowship 37200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312142 July 15, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Orians, Colin Tufts University MA Carolyn L. Piper Fellowship 49800 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312143 September 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Barry, Roger University of Colorado at Boulder CO Carolyn L. Piper Fellowship 40800 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312144 August 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Richards, Mercedes Pennsylvania State Univ University Park PA Carolyn L. Piper Fellowship 43800 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312160 October 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Lippold, John Ohio State University Research Foundation OH Carolyn L. Piper Fellowship 46200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312164 July 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Perona, John University of California-Santa Barbara CA Carolyn L. Piper Fellowship 46200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312165 June 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Smirnov, Alex North Carolina State University NC Carolyn L. Piper Fellowship 46200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312185 September 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Aprile, Elena Columbia University NY Carolyn L. Piper Fellowship 46200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312196 October 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Randall, Clive Pennsylvania State Univ University Park PA Carolyn L. Piper Fellowship 42600 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312205 July 1, 2003 NSF-NATO PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Livingston, David Dana-Farber Cancer Institute MA Carolyn L. Piper Fellowship 49800 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312209 August 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Melis, Anastasios University of California-Berkeley CA Carolyn L. Piper Fellowship 46200 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312210 January 1, 2004 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Heberlein, Joachim University of Minnesota-Twin Cities MN Carolyn L. Piper Fellowship 39800 8252 OTHR 9150 0000 0000099 Other Applications NEC 0312230 September 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Pinter, Nicholas Southern Illinois University at Carbondale IL Carolyn L. Piper Fellowship 42600 8252 OTHR 9150 0000 0000099 Other Applications NEC 0313537 September 1, 2003 PostDoctoral Research Fellowship. NATO DONATIONS FOR FELLOWSHIPS DGE EHR Sytkowski, Arthur Beth Israel Deaconess Medical Center MA Carolyn L. Piper Fellowship 42600 8252 OTHR 9150 0000 0000099 Other Applications NEC 0328287 August 1, 2003 Multi-Year Annual Meetings for GK-12 Principal Investigators. The Directorate for Education and Human Resources Programs (EHR) of the American Association for the Advancement of Science (AAAS) proposes to organize and facilitate multi-year meetings for principal investigators of the National Science Foundation's (NSF) Graduate Teaching Fellows in K-12 Education (GK-12) initiatives. AAAS will work with NSF's Division of Graduate Education, which houses GK-12, to organize a two-day meeting annually for years 2004 to 2006. Participants will include principal investigators and other members of the GK-12 funded programs, including K-12 teachers and graduate teaching fellows. AAAS-EHR will arrange pre-conference activities, develop the agenda in cooperation with NSF staff, host the meeting, oversee all meeting logistics, summarize and analyze findings from discussions and presentations, prepare electronic and print documents, and help disseminate information about the GK-12 program through presentations at the AAAS Annual Meetings. GRAD TEACHING FELLOWS IN K-12 DGE EHR Chubin, Daryl American Association For Advancement Science DC Sonia Ortega Standard Grant 437480 7179 SMET 9179 7179 0000099 Other Applications NEC 0331006 April 1, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Driscoll, Ira Driscoll, Ira none Gisele T. Muller-Parker Fellowship 55447 7172 SMET 9179 0000099 Other Applications NEC 0333010 January 1, 2004 IGERT: Assessing the Implications of Emerging Technologies: A Graduate Research and Training Program. Technologies in areas such as ubiquitous computing, genetic engineering, and nanotechnologies are developing at extraordinary rates. Understanding of economic, security, environmental, and cultural implications of emerging technologies has not kept pace. Decision makers typically base strategies on unstated expectations regarding the nature and effects of technological change. Because forecasting errors are endemic, analysts often rely on implicit assumptions to reduce their vulnerability to criticism. By contrast, this program explicitly identifies areas of uncertainty about effects of emerging technologies and develops strategies to mitigate uncertainty. Scientific and policy spheres typically come together after lines of conflict are drawn. Creators of technologies focus on immediate issues of development and application, while policy analysts assess the broader implications of technological change only after controversy has flared. By contrast, this program appraises knowledge when options are greater, interests are less entrenched, and policies are not yet locked into place. This IGERT program trains graduate students to engage early and explicitly with the pervasive uncertainty that is often under recognized in technology assessment exercises. It features: (1) Trainees with Complementary Expertise, including engineers from the Technology and Policy Program, social scientists from Political Science, and humanists from the Science, Technology and Society Program; (2) Integrated Curriculum with three new core courses to develop methodological and substantive competencies in evaluating economic, security, environmental, societal, and ethical consequences of technical change; (3) Multidisciplinary Panels of faculty and students to develop and test methods used in training and set student research. The panels feature retrospective analysis of past emerging technologies and prospective analysis of nanotechnologies, ubiquitous computing, and genetic engineering, with a fourth technology to be selected later; and (4) IGERT Seminars to reinforce the panels and courses with intensive interaction among trainees, faculty and staff. Intellectual Merit: The program seeks to generate knowledge in three domains. (1) Substantive: identify knowns and unknowns on implications of emergent technologies; and backcast to identify present actions to improve future responses, including targeting research to reduce uncertainty. (2) Procedural and institutional: identify constraints on use of emerging information on effects of current technologies; and foster adaptation to emerging information by public and private institutions. (3) Methodological: develop ways of integrating formal and qualitative methods; and for using research on past emergent technologies to improve responses to current emergent technologies. Broader Impact: Methods and substantive findings will be distributed through graduate student placements, academic publications and conferences, and via MIT Congressional Staff Seminars on science and technology issues. In addition, government, business, and NGO participation in the project will serve to check on academic blindness, to enrich graduate education, and to engage the world beyond the academy. Senior staff from the Departments of State and Defense, EPA, the UN, Goldman Sachs, Ford Motor, AFL-CIO, and Environmental Defense have expressed interest in participating in panels and research groups. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Hastings, Daniel Merritt Smith Kenneth Oye Massachusetts Institute of Technology MA Melur K. Ramasubramanian Continuing grant 2883385 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0333080 October 1, 2003 IGERT: Cellular and Molecular Imaging for Diagnostics and Therapeutics. The advent of cellular and molecular-based detection and therapeutic technologies has begun to transform the way we think about human disease. Instead of relying only on clinical evaluation and general physiologic markers to detect disease and select therapy, physicians are beginning to use cellular and molecular biomarkers of disease to select and even to design the optimized therapeutic regime for an individual patient. To achieve the promise of this approach requires tools to detect molecular and cellular markers of disease in vivo and to monitor their modulation in response to therapy. Cellular and molecular imaging have the ability to dynamically visualize biomarkers of disease in single living cells and tissues with microscopic resolution, yielding a fundamental change in the way we diagnose disease, and select and monitor therapy. To achieve the promise of cellular and molecular imaging requires engineers and scientists with a wide breadth of skills in imaging science, contrast agent development, and design of tools to monitor cellular and molecular-based therapeutics. The goal of this IGERT project is to develop an interdisciplinary graduate training program focused on cellular and molecular imaging for diagnostics and therapeutics. This interdisciplinary program builds on our existing IGERT grant in Optical Molecular Bio-Engineering. Over the last four and a half years, our team has trained students to develop and use new photonic technologies, adaptable and specific contrast agents, and computers to address both fundamental biological questions and the need for improved diagnostic imaging modalities. At the same time, the University of Texas at Austin, the UT M.D. Anderson Cancer Center and the UT Health Science Center at Houston have invested heavily in new interdisciplinary programs in Biomedical Engineering. In this competitive renewal, we integrate these efforts, to develop a multidisciplinary training program in cellular and molecular imaging for diagnostics and therapeutics. The clinical use of cellular and molecular imaging hinges on the availability of a cadre of professionals with inter-disciplinary training spanning imaging science, biomarkers of disease, design and use of molecular contrast agents, and the principles of cellular and molecular based therapies. This project will develop an inter-disciplinary new pathway, which synthesizes these fields in a single graduate degree. The degree program will incorporate four important inter-disciplinary features. (1) A doctoral portfolio program of coursework will prepare students to carry out inter-disciplinary research in this field. (2) Students will carry out inter-disciplinary research under a new advisory structure, where co-advisors from different disciplines supervise the student's research. The thesis committee will have broad participation from faculty in the Colleges of Engineering and Natural Sciences as well a clinical mentor. (3) Students will receive training in technology assessment and transfer, to help them appreciate the spectrum of translational research as it leads to commercial products. (4) Students will participate in at least one internship where they see the application of their research in a different setting: Clinical internships allow students to participate in translational, clinical research; industrial internships enable students to participate in technology development; and international internships enable them to carry out research and development with a global perspective. The intellectual merit and broader impacts of this IGERT project reside in the integration of inter-disciplinary research and education that will bring together teams of students, faculty and clinicians with diverse skill sets to develop and evaluate novel molecular and cellular imaging systems for diagnostics and therapeutics. These teams will collaborate to develop and present courses and seminars, to define important clinical problems and to develop and evaluate engineering based solutions. Through participation with historically minority Texas undergraduate institutions, we will recruit graduate students from underrepresesented groups to participate in this program. As we focus on the parallel development, assessment, and transfer of technology, we will create key partnerships with industry. These partnerships will provide our students with information about a variety of career opportunities, and will expedite the process of bringing the research advances developed here to general medical practice. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. EAPSI HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Peppas, Nicholas Jennifer Brodbelt Christine Schmidt University of Texas at Austin TX Holly Given Continuing grant 3943400 7316 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0333136 October 1, 2003 IGERT - Entrepreneurship at the Interface of Polymer Science and Medicinal Chemistry. This IGERT program addresses America's long-term need for top-notch scientists capable of translating research results into new technologies and new businesses. It combines excellent interdisciplinary science education with entrepreneurial and business training. Faculty and students from two Mississippi universities will form teams and develop joint projects exploring how polymer science and medicinal chemistry can synergistically extend the methods of making and evaluating new materials, new bioactive agents and new applications of biomaterials. Participants will be centered in the School of Pharmaceutical Science at the University of Mississippi and the School of Polymers and High Performance Materials at the University of Southern Mississippi. They will be tied together through research projects, broad education in business and entrepreneurialism, and interactions with industry in the US and abroad. Specific components of the intellectual merit include: Basic research projects coupling medicinal/pharmaceutical science and polymeric materials; Discipline-centered, interdisciplinary and entrepreneurial education involving students-teaching-students, workshops, seminars, short-courses, industrial internships and international experiences; and Continuous reinforcement of the discipline and entrepreneurial components by team-building activities, video conferencing plus joint proposals, presentations, publications and business plans. Broader impact of this program is inherent in the materials and methods being developed, and in how the projects and business plans are implemented: Within the state, bringing together two excellent programs to teach and do research at a truly innovative and socially important science interface; Within the US, by developing a successful model for research and teaching in science that uniquely combines structured education, training and hands-on experience in business and entrepeneurialism; and World-wide, through learning from and teaching students and industrial practitioners in other countries and other disciplines. Students experiencing this program will be able to start their own companies, perhaps even at or before graduation, and to be highly effective members of larger company research and development teams. The methods and education materials developed will also be made available to members of the local community, industry in the state and throughout the nation, and students and faculty at universities everywhere through workshops, seminars, books and training manuals, and distance-learning courses and degrees. It is expected that this IGERT program will serve as a model for integration of science and entrepeneurial education that have immediate and long-term impact on other programs in Mississippi, and will result in new businesses that will enhance economic development in the state and quality of life everywhere. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Whitehead, Joe John Williamson Joshua Otaigbe Ken Malone University of Southern Mississippi MS Melur K. Ramasubramanian Continuing grant 3755080 1360 1335 SMET 9179 9178 9150 1335 0000099 Other Applications NEC 0333193 October 1, 2003 IGERT: Integrative Graduate Education, Research, and Training in Population and Environment. This IGERT program in population and environment has a focus on land use and land cover change. It features three longstanding interdisciplinary projects as "laboratories" for training and research: one based in Nang Rong, Thailand; a second in the Ecuadorean Amazon; and a third in Ngorongoro, Tanzania. Each project has as its overall goal a better understanding of human behavior and agency in the transformation of the Earth's surface. Deforestation, agricultural extensification, land fragmentation, intensification, degradation, secondary plant succession, and urbanization are unifying themes. The great strength and broader impacts of these projects collectively is their global reach and regional coverage. All involve collaboration with in-country scientists, who offer detailed local knowledge of field sites and data, facilitate fieldwork opportunities for trainees, and help to foster global perspectives on substantive and policy issues. The IGERT program will increase synergies within and across projects to the direct benefit of the trainees. The intellectual merit of this program is that it builds on a firm base in a discipline (Ph.D.s are in a discipline or curriculum), adding coursework in complementary disciplines (population science for natural scientists; natural and spatial science for population scholars) and interdisciplinary training and research experiences. Scientists with a strong disciplinary base but with training in multiple perspectives will be ideally placed to bridge social, natural, and spatial science in research on population-environment interactions. The elements of the IGERT program are: a research apprenticeship on one of the population, land use, and environment projects; formal course work; participation in an ongoing interdisciplinary seminar; international field experience; and ethics training. In addition, an internship program will be created to involve undergraduates who are members of underrepresented groups in the projects and to encourage them to pursue interests in population and environment. The IGERT training program will be housed at the Carolina Population Center (CPC) at the University of North Carolina at Chapel Hill (UNC-CH). IGERT trainees will be provided with fully equipped offices at the CPC, where IGERT project faculty (the principal and co-investigators of the projects) maintain research offices and where the projects are staffed and based. The IGERT program joins and extends interdisciplinary training programs at the CPC and the Curriculum in Ecology and UNC-CH. Further, as part of the IGERT program, CPC and the Nicholas School of the Environment and Earth Sciences at Duke University will jointly sponsor a series of distinguished lectures, colloquia, and workshops. These will focus attention on population, land use, and environment issues on both campuses and lay a foundation for future collaborations among students and faculty at both institutions. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. EAPSI IGERT FULL PROPOSALS DGE EHR Entwisle, Barbara University of North Carolina at Chapel Hill NC Melur K. Ramasubramanian Continuing grant 2820279 7316 1335 SMET 9179 1335 0000099 Other Applications NEC 0333196 October 1, 2003 IGERT: Integrative Education and Research on Biointerfacial Engineering. This IGERT program at Rutgers University, focused on integratively engineered biointerfaces, will be an intimately collaborative effort of 32 selected faculty from graduate programs in Molecular Biosciences, Physical Sciences (Physics, Chemistry & Chemical Biology), and Engineering (Biomedical Engineering, Ceramics and Materials Engineering, Chemical and Biochemical Engineering, Mechanical and Aerospace Engineering). Intellectual Merit: The program derives strength from the highly cross-disciplinary nature of over fifteen research project areas identified at the cutting edge of the field of biointerfaces, and programmatic partnerships with five strategic centers of excellence to promote cohesive access for the IGERT community to state-of-the-art research infrastructure. A wide range of thesis project themes is planned for the IGERT trainees, developed around three research and educational thrusts, (1) living cell-based interfaces, (2) microengineered and nanoengineered biointerfaces, (3) biosensing and bioresponsive interfaces. The five major partnering Centers for the IGERT program are: Keck Center for Collaborative Neuroscience, Center for Nanomaterials Research, New Jersey Center for Biomaterials, the Laboratory for Surface Modification, and the Rutgers Center for Computational Design. The educational core of the proposed IGERT program will intimately support the research program, and includes graduate courses in the integrative areas of biointerfacial engineering, as well as course modules on responsible conduct of research, technical communications, entrepreneurship and effective teaching/learning methods. Broader Impact: The IGERT curriculum is designed to foster a community featuring the next generation of biointerfacial and biomaterials engineers by offering IGERT graduate fellows a range of interactive experiences at multiple levels: multi-disciplinary coursework, lab rotations in two cross-cutting research groups, biannual participation in symposia, and participation in a national/international conference resulting in a white paper. To maximize its impact, the IGERT program will offer varied programmatic pathways to promote diverse modes of professional development of IGERT graduate fellows: (1) Summer research internships at selected international sites for academically inclined students; and (2) Translational research and industrial summer internships for students interested in industrial and entrepreneurial careers. Through a partnership with the Robert Davis Learning Institute of the Rutgers Graduate School of Education Institute, the IGERT program will establish a COLTS (Community of Learners and Thought Shapers) program, inspired by communication-driven cognition models, to encourage IGERT fellows to develop as learners by dynamically communicating their research on integratively engineered biointerfaces. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. EAPSI HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Moghe, Prabhas Yves Chabal Martin Yarmush Martin Grumet Kathryn Uhrich Rutgers University New Brunswick NJ Melur K. Ramasubramanian Continuing grant 3746381 7316 1360 1335 SMET 9179 5980 5918 1335 0000099 Other Applications NEC 0333257 October 1, 2003 Ecosystem Informatics. This IGERT program in Ecosystem Informatics builds on synergies among ecosystem science, computer science, and mathematics in the context of regional, national and global natural resource management and policy. Informatics - which includes modeling, data analysis, interpretation, and management of information using computerized systems; combined with ecosystem science; and study of the biotic (living) and abiotic (nonliving) components of complex systems and their interactions - contributes to basic theory as well as natural resource policy and management. Practically every government agency, national and international organization involved in natural resources and ecosystem management is engaged in Ecosystem Informatics. The field is timely, participating scientists are successfully collaborating across these disciplines, and the Pacific Northwest of the U.S. has many pertinent issues and agencies. Intellectual merit: The goals of the Ecosystem Informatics IGERT program are to: (1) train young scientists who will make basic contributions to ecosystem science, computer science, and mathematics; (2) promote discovery through team-based research and education; and (3) further ecosystem and natural resources management and policy. This IGERT enhances current efforts in eco-informatics, many involving NSF-sponsored efforts (e.g. LTER, NCEAS, SDSC). This program will train scientists who can work on interdisciplinary teams, supported by internships at national and international organizations. Research efforts integrate four ecosystem science areas of (1) diversity, stability, and invasion in communities; (2) carbon and nitrogen fluxes in watersheds and airsheds; (3) disturbance dynamics in landscapes, oceans, and coastal zones; and (4) fluxes of material and energy through physical networks, with five areas of informatics: (a) software engineering for model construction, experimentation, and replication; (b) representation and modeling of complex ecosystems; (c) information management and access; (d) spatio-temporal database systems; and (5) data mining and pattern recognition. Broader impacts: Ecosystem Informatics is largely missing from graduate education today. The IGERT program will train students to become outstanding interdisciplinary scientists and effective contributors to ecosystem informatics research teams. Through cross-disciplinary team-based activities the program will improve diversity, recruitment and retention of Ph.D. students in computer science, mathematics, and ecosystem science. It will contribute to ecosystem management and policy at the regional, national and international levels through student-faculty team projects, presentations and symposia, and internships across the US, Europe, and the Pacific Rim. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF EAPSI IGERT FULL PROPOSALS DGE EHR Jones, Julia Edward Waymire Thomas Dietterich Mark Harmon Bruce D'Ambrosio Oregon State University OR Melur K. Ramasubramanian Continuing grant 3954048 7316 1335 SMET 9179 1335 0000099 Other Applications NEC 0333314 October 1, 2003 IGERT: Terahertz Science and Technology - A Studio-Based Approach. Terahertzs science and technology is one of the most intriguing and challenging research fields to emerge in the 21st Century. In less than a decade, this previously hidden section of the electromagnetic spectrum has caught the imagination of scientists around the world. THz research will transform future computing and communication systems while providing unprecedented opportunities for biomedical imaging. Rensselaer researchers have played a leading role in the quest to understand the science and the use of THz radiation. In this IGERT program, physicists, computer scientists, biologists, electrical and biomedical engineers will focus on research in THz electronics, THz data transfer and networking systems, and THz spectroscopy and imaging. In addition to the strong commitment to research, there is an equal dedication to education. Rensselaer has won numerous awards for its revolutionary studio-based approach to undergraduate education. The Institute is now adapting and extending the pedagogical principles successfully implemented under this program to doctoral education for students working at the leading edge of science and technology. The IGERT program will integrate THz materials, devices, radiation, photonics, imaging, spectroscopy, and computer algorithms for tomography into THz courses that will be taught in an interactive studio setting by interdisciplinary faculty from Rensselaer and by national and international collaborators. We will provide industrial and international internships opportunities for students. This will create an environment, in which students learn from student-to-student interactions, on-campus researchers, and our industrial and international partners, while forming a global network of collaborators and contacts. Special programs in leadership, ethics, life skills, and global citizenship will provide students with frequent opportunities to present and defend their research. Outreach programs will focus on undergraduates and K-12 students. The intellectual merit of this program is to produce top quality and diversified Ph.D. graduates in THz science and technology to serve the research and leadership needs of the most advanced industries, government laboratories, and academic institutions. Potential broader impacts range from computers that send messages orders of magnitude faster, to improved detection of breast and skin cancer, to security searches for weapons and toxins. We will proactively disseminate this studio model to other research universities that seek to create interdisciplinary graduate programs in emerging areas of science and technology. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. EAPSI HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Wang, Gwo-Ching Toh-Ming Lu Michael Shur Xi-Cheng Zhang Shivkumar Kalyanaraman Rensselaer Polytechnic Institute NY Melur K. Ramasubramanian Continuing grant 3904902 7316 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0333366 October 1, 2003 IGERT - Program in Nonlinear Systems. The Cornell University IGERT Program in Nonlinear Systems supports graduate education and research in the area of complex nonlinear systems. The research component of the program will be organized around interdisciplinary groups (IRTG) comprising faculty with expertise in theoretical, computational and empirical science, who will jointly mentor graduate student fellow projects. The research areas of the initial IRTG, including areas of applications, are (i) networks (social networks, gene networks, internet, electric power grid); (ii) gene regulation (cell signaling and gene expression networks); (iii) moving machines and organisms (manual dexterity and control of locomotion); and (iv) biological pattern formation (cardiac electrophysiology). Nonlinear science has been a role model for interdisciplinary research. Principles arising from dynamical systems theory have revealed common features in seemingly unrelated phenomena across the breadth of science and engineering. The intellectual merit of this project lies in the extension of successful strategies employed in nonlinear dynamics to confront increasingly complex systems. A primary goal of the research is to understand how systems, especially those arising in the life sciences, can be more than the sum of their parts. For example, legged locomotion and manual dexterity will be studied through a combination of mechanical devices, observation of human and animal behavior and computer models. The broader impacts of this research will be in improving the performance of robots and the treatment of physical injuries. Another theme that will be explored is how network architecture influences dynamics of a system. The concept of small world networks, developed by the founder of this IGERT Program, Steve Strogatz and his students, has already influenced research on biological, social and communication networks. Applied to the internet, the results of this research facilitate efficient web searches. In general, the program will have broad impact in developing methods to predict the dynamics of complex systems, taking full account of underlying network structures and making extensive use of experimental data. The primary mechanism of the IGERT program is the engagement of Ph.D. students in nonlinear systems research early in their studies. The program involves students in the conceptual phases of research, and it encourages faculty to develop long term collaborations, stimulated by their joint mentorship of students in the IRTG. The most direct impact of the program is in training a new generation of scientists with broad interests and expertise. In the words of a former IGERT fellow, "graduate students who go through the IGERT program learn to speak the language of two or more fields with considerable fluency, and all students are introduced to a common mathematical foundation so that even those who do not share the language of a specific field can interact meaningfully." IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. IGERT FULL PROPOSALS DGE EHR Guckenheimer, John Steven Strogatz James Sethna Robert Gilmour Francisco Valero-Cuevas Cornell University NY Melur K. Ramasubramanian Continuing grant 3468400 1335 SMET 9179 9178 1335 0000099 Other Applications NEC 0333377 October 15, 2003 IGERT: Bio-Applications of Membrane Science and Technology. This IGERT program is focused around three interrelated multi-disciplinary themes: pharmaceutical, biosensor, and biomedical applications of membrane science. Membranes are integral to controlled drug release, medical devices, and biomimetics. The intellectual merit of this IGERT program is that it addresses a major challenge identified by the North American Membrane Society to integrate classical membrane science with bio-applications. This IGERT capitalizes on several opportunities at the University of Cincinnati (UC): (1) the Colleges of Engineering, Medicine and Pharmacy are on the same campus; (2) UC is a site of the only NSF Membrane Center; (3) an NSF REU Program in membrane science is established; (4) the State-funded Bio/Start technology incubator is on campus; and (5) an industry-internship program is well-established. The goals include developing an interdisciplinary graduate training program, attracting pharmaceutical and biomedical industry participation, and facilitating a revenue stream to insure self-sustaining operation. The training program involves nine required courses and three courses focused within the pharmaceutical, biosensor, or biomedical track in the traineeship program. A series of required lab rotations is designed to facilitate cross-disciplinary awareness. An international technical/cultural experience is possible with Kyoto Technical University, the Australian National University and the University of Twente. The broader impacts of this IGERT program are that it will provide a forum for interdisciplinary training in a critical emerging research area, stimulate a new research direction in bio-applications for the NSF Membrane Center, create a formalized structure that integrates classical and bio-applications of membranes, catalyze the growth of the new Biomedical Engineering Department at UC, facilitate effective university/industry interaction, encourage the formation of interdisciplinary research teams, lead to research results that will improve health care and the quality of life, and generate patentable intellectual property and industry funding to sustain this IGERT program. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Fried, Joel Ronald Millard David Butler Horacio Rilo University of Cincinnati Main Campus OH Melur K. Ramasubramanian Continuing grant 3644410 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0333378 February 15, 2004 Macromolecular Interfaces with Life Sciences:Oxidative Processes. Many boundaries at the chemistry-biology interface remain unexplored and represent unique opportunities for the discovery of advanced technologies and the education of interdisciplinary scientists and engineers. Oxidation processes occur within both synthetic macromolecules and biological systems, offering a common theoretical base. Oxygen-centered radicals are implicated as intermediates in key chemical and biological processes such as lipid oxidation, cellular aging and product deterioration, as well as certain enzyme-mediated processes. The profound irony underlying all oxidation chemistry is that, in general terms at least, the same element that nature uses to sustain and regenerate life also plays a role in aging, disease, and death. Oxidative stress is implicated in many chronic diseases, including cancer, diabetes, obesity and the compromise of immune function. These chronic diseases contribute significantly to the projected $1.6 trillion in health care costs at the national level in 2003, costing 15% of the national gross product. The development of antioxidant delivery systems, including antioxidant enriched foods, novel biocompatible synthetic polymer delivery systems, or new natural and synthetic macromolecular antioxidants would have major applications in combating oxidation-based diseases and aging. The goal of the MILES Program is to construct a unique educational framework and collaborative research program, using free radical and oxidative processes as the thematic basis for scientific connectivity that bridges the gap between traditional macromolecular science and evolving biological disciplines. Integration of Research and Education Fifteen interdisciplinary research faculty in four colleges at Virginia Tech will collaborate with domestic and international universities, industries and national laboratories to provide unique cooperative research, multidisciplinary education, and outreach experiences for 36 graduate students. The Program will prepare doctoral-level candidates in chemistry, engineering, and life sciences as future leaders in academia, industry and government. The research efforts will include basic through applied research in four areas: 1) Fundamental investigations of oxygen-centered free radical mechanisms; 2) Oxidation in bio-derived monomers and macromolecular synthesis; 3) Oxidation control mechanisms in complex matrices; and 4) Oxidation processes in human and animal aging and disease. The goals of the program are to: 1) Expand fundamental understanding and scientific vision of the macromolecule-biomolecule interface; 2) Develop creative and analytical thinking; 3) Integrate advanced research training with ethics education; 4) Develop practical skills in communications; 5) Enhance teamwork and develop leadership; 5) Promote diversity in culture and worldview; 6) Construct new avenues for community outreach; and 8) Create novel mechanisms to attract academically gifted students to graduate school. In order to be awarded a MILES program certificate, students will be required to submit an electronic portfolio that documents successful completion of required elements and optional selections that meet both the program goals and the individualized interests of the student. Unique outreach programs incorporate partnerships with the Science Museum of Western Virginia, the Collaborative Laboratory with historically black colleges, and domestic and international industry internships. Broader Impacts The university.s education and research infrastructure will be strengthened considerably by an interdisciplinary program design that crosses the boundaries of traditional academic disciplines. Broad societal impact will result from improved control of free radical and oxidative processes in biological and macromolecular systems, yielding important advances in nutrition, biomedical science and engineering, food biochemistry and functionality, and sustainable polymeric materials from bio-derived precursors. This training program will contribute to a new generation of professionals prepared to move society forward into an era of sustained health, well-being, and quality of life through technological advancements. Ultimately, the program will equip future scientists and engineers with the broad-based skills necessary to transcend conventional boundaries. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Duncan, Susan Timothy Long Craig Thatcher Virginia Polytechnic Institute and State University VA Melur K. Ramasubramanian Continuing grant 3400800 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0333380 October 1, 2003 IGERT: Multidisciplinary Graduate Education and Research Training in Nanomaterials Science and Engineering. Tuskegee University started its first Ph.D. program in Materials Science and Engineering in fall 1998 with initial support from the National Science Foundation through a grant to establish the Center for Research Excellence in Science and Technology (CREST). The program also received subsequent support from various federal agencies (ONR, ARO, AFOSR, and NASA) and industry (Boeing and Raytheon). It is a multidisciplinary program whose primary objective is to substantially increase the number of minorities, particularly, African Americans with Ph.D. degrees in Materials Science and Engineering. The IGERT project is intended to provide additional fellowships to meet the demand from students to enter the Ph.D. program. It also includes stipends for some undergraduate and Master's level students who could be appropriately prepared to enter the Ph.D. program. The thematic area of research is the development of structural nanocomposites. Recent studies show that an infusion of a small percentage of nanoparticles into a polymer can bring about significant changes in the chemical and mechanical properties of composite materials. To bring these benefits to structural composites, we are planning to continue a development of the science and technology of nanocomposites. A diverse team of researchers has been assembled to study the entire spectrum of technology related to synthesis, fabrication, and characterization of structural nanocomposites. The three subprojects of the proposed research theme will be: (i) Synthesis and Analysis of Structural Nanocomposites, (ii) Modeling and Manufacturing of Structural Nanocomposites, and (iii) Performance Evaluation of Structural Nanocomposites. The proposed research activities will be a systematic and logical expansion of studies of the synthesis, modeling, and manufacturing of advanced nanocomposites that are already being performed by the Tuskegee team under various research grants. Each subproject will consist of several student research projects. Several faculty members will be involved in each research project. A faculty member from this team will also serve as the thesis advisor to the Ph.D. student. Each project will include a Ph.D. student, a Masters student and two undergraduate students. In conducting the proposed research and educational activities, members of the Tuskegee team will collaborate with two majority universities with internationally recognized research centers in nanomaterials (Rice University and the University of Wisconsin), federal research laboratories (Air Force Research Laboratory, Army Research Laboratory, and Oak Ridge National Laboratory) and industry (Boeing and Raytheon). Three new graduate level courses related to nanomaterials science and engineering and one course dealing with issues of ethics in research will be developed as part of this IGERT project. We also intend to make arrangements for the students in the Ph.D. program to intern at national and industrial laboratories to acquire additional research and professional development experience. The Ph.D. students who express a desire to join the professorate will be given opportunities to teach selected undergraduate courses and team with the faculty in teaching selected graduate courses. The intellectual merit of this proposal lies in the fact that the benefits of nanoparticle infusion into a polymer are being harnessed for the manufacture of nanophased structural composites using a comprehensive approach. These structural composites will consequently have significantly superior mechanical, chemical, and thermal properties. Fulfillment of the stated objectives will expand our knowledge of the science of nanoparticle-polymer interactions as well as provide, in the short term, comprehensive technical information on a new generation of structural materials. The broader impacts resulting from the proposed activities include production of a large number of African American graduates, including many at the Ph.D. level, in an emerging area of materials science and engineering. Such graduates should become role models for many young minority science and engineering students in years to come. Moreover, these graduates will help bring much-needed diversity to the nation's advanced technological workforce. It is also anticipated that the methodologies developed here for the manufacture of nanocomposites may well lead to patentable processes for the large-scale production of nanophased structural composites. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. EXP PROG TO STIM COMP RES HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Jeelani, Shaik Hassan Mahfuz Adriane Ludwick Pradosh Ray Derrick Dean Tuskegee University AL Melur K. Ramasubramanian Continuing grant 3146100 9150 1360 1335 SMET 9179 9150 1335 0000099 Other Applications NEC 0333389 October 1, 2003 IGERT: Program in Computational Biology (COB). Many achievements in the biological and biomedical sciences are fueled by advances in technology and computational science. To address the complex challenges in the biological sciences in the 21st century, there is a growing need for professionals who can translate scientific problems in biology into mathematics and computations; for such productive work, familiarity with modern scientific computing approaches as well as key biological challenges is essential. Intellectual Merit: This IGERT award is for a multidisciplinary Computational Biology (COB) doctoral program at NYU and MSSM targeting students interested in pursuing research in biology/biomedicine who require a transition from/to the mathematical/computer/physical sciences to best meet scientific challenges and career goals. This experimental, bidirectional program will offer integrative training that exploits NYU's strengths in applied mathematics, computer science, biology, and biochemistry, and Sinai's leadership in biomedicine. The major COB research themes - macromolecular modeling, computational genomics, and physiological modeling - will train students to investigate biological systems spanning wide temporal and spatial scales, from atoms and macromolecules, to cells and organs, to organisms. Modeling biological systems across such scales is essential for a modern systems biology approach aimed at understanding physiological processes and diseases and applying this knowledge to biomedicine. To integrate training in biological and computational areas and provide trainees broad scientific perspectives and work experiences, the COB PhD program includes: (1) Dual faculty mentorship for thesis research; (2) Interdisciplinary training through flexible and background-tailored tracks in scientific computing and computational biology (courses in computer science, applied mathematics, biology, and biomedicine), trainee-led seminars, and ethics/research conduct courses, while ensuring competitive time to degree (5 years); (3) Summer internships in industry, academia, government (Agilent, IBM, Celera, Merck, Novasite and 3D Pharmaceuticals, supercomputing centers), or international laboratories; (4) Learning environments and activities that promote interdisciplinary interactions and broader collaborations within and outside NYU/MSSM, including: trainee-led COB seminars, annual COB retreat, and common COB lab/lounge; and (5) Mentoring and career development activities to ensure student retention, especially women and underrepresented groups, through student advisory committees, trainee-led support group, and partnerships with Burroughs Wellcome Fund and NYC's IGERT programs at CUNY and Columbia. The COB doctoral program will be evaluated and evolved continuously by its executive and internal/external advisors in close collaboration with the pedagogical experts of NYU's Center for Teaching Excellence (CTE). Broader Impacts: COB will train math/computer science students to successfully model biological systems and, in turn, provide biology students the grounding in computational techniques so they can tailor the model and algorithms to specific biological problems. To help bridge disciplinary gaps, we will design background-tailored short (non-credit) courses before Year 1 and promote peer learning by pairing students from complementary backgrounds. We expect that COB's activities will enable trainees to act as catalysts for novel interdisciplinary collaborations and to acquire expertise in cutting-edge research areas; these experiences will prepare them uniquely for research and education careers in academia, industry, and government. In addition, COB's program of integrating scientific grounding, experience in team-oriented multidisciplinary projects, mentoring, and career broadening activities will serve as a new model of graduate training at NYU/MSSM and beyond, promote the development of curricula for computational biology, and provide the opportunity to develop the COB doctoral degree at NYU based on the new model. Recognizing the urgent need for diversity in the sciences, we will make concerted efforts in conjunction with participating departments and with successful new minority initiatives at NYU to recruit and retain the brightest students, especially women and other underrepresented groups. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. EAPSI HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Shelley, Michael Robert Shapley Roman Osman Leslie Greengard Bhubaneswar Mishra New York University NY Melur K. Ramasubramanian Continuing grant 3872625 7316 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0333392 October 15, 2003 IGERT: The Vanderbilt-Fisk Interdisciplinary Program for Research and Education in the Nanosciences (VaFIPREN). The Vanderbilt-Fisk Interdisciplinary Program for Research and Education in the Nanosciences is a graduate level program focused on research and graduate student education associated with nanoscale science and engineering. This IGERT program combines the resources of Fisk University and Vanderbilt University in a unique university partnership. Students may enter Vanderbilt and earn a Ph.D., or enter Fisk University, earn a M.S., and then matriculate to the Vanderbilt Ph.D. The intellectual merit is associated with both the research goal - a fundamental and comprehensive approach to the nano-scale science and engineering; and the educational goal- a program, centered in interdisciplinary materials science, to train graduate students to be self-starters and self-learners. Educational and research goals are built on the extensive need for a true interdisciplinary approach required for modern materials science at the nano-scale level. The research theme is the creation, characterization and modeling of nano-structured materials. This is motivated by recent advances in lower dimensionality and creation of unique nanostructures, to access the realm of designed quantum confinement and to realize new materials properties. The educational component comprises a complete background in the interdisciplinary materials sciences which provide the underpinnings of nano-science and nano scale engineering, including current theory, modeling, and experimental practices. IGERT students will be prepared for the fast changing environment associated within nanotechnology. Features of the educational schedule include research rotations, internships, teaching assignments and specialized courses in interdisciplinary nano-science, literature retrieval and science ethics. The broader impact of this project lies in the very strong coupling between Fisk University (a M.S. granting HBCU) and Vanderbilt University. The IGERT is expected to be a significant factor in the cross-fertilization of these two institutions and the stimulation of under-represented groups to participate in nano-scale research and education. In addition we expect the educational aspects of the IGERT to provide a new concept in interdisciplinary education, tuned to the era of nano-scale science and engineering. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Feldman, Leonard Warren Collins Peter Cummings James Wittig Sandra Rosenthal Vanderbilt University TN Melur K. Ramasubramanian Continuing grant 2941177 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0333401 February 1, 2004 IGERT: Achieving Environmental, Industrial, and Societal Sustainability via the Sustainable Futures Model. A rapidly increasing world population, over consumption of resources, and contamination of the environment in which we live are jeopardizing the ability of future generations to have the same quality of life that we enjoy. A proposed Integrative Graduate Education and Research Traineeship (IGERT) initiative involving Michigan Technological University and Southern University at Baton Rouge addresses this concern by establishing a multidisciplinary, inter-institutional doctoral education program directed at Achieving Environmental, Industrial, and Societal Sustainability via the Sustainable Futures Model. The mission of the Sustainable Futures IGERT is to educate/train and involve graduate students in the development of knowledge, methods, and tools that promote and enable sustainability in terms of society, environment, and industrial activity. Trained doctoral students and research products produced by the IGERT will serve as catalysts for achieving environmental, industrial, and societal sustainability, and institutionalizing sustainability as a performance measure in industry and government. Intellectual Merit. The institutions will collaboratively complement the strengths of each other to instill in each IGERT trainee the multidisciplinary awareness to formulate valid engineering decisions and public policy opinions toward cohesive and sustainable environmental, industrial, and societal futures. This meta-disciplinary development approach will advance the knowledge and understanding of Sustainable Futures (directed at achieving the triple bottom line) with faculty and students participating in an innovative program to educate and train the individual to research, understand, and communicate new technology and new policy. Participants at Michigan Tech and Southern University have demonstrated continuous commitment to accomplishing these goals in their research efforts and educational experiences. Broader Impact. Key features of the program will promote the integration of research, training, and education of IGERT trainees toward the discovery, formulation, and the social diffusion of information through effective research, dissemination, and societal institutionalization (K-gray) of the Sustainable Futures Model. This will be accomplished through collaborative coursework, meetings, and interactive research between the two campuses. International experiences and an internship program will offer IGERT trainees practical and diverse approaches and methodologies to facilitate knowledge growth, put into practice, and information transfer to the larger society. The program will foster a commitment to diversity by insuring that at least one third of the participating students are from underrepresented groups including women, students of color from Southern University as well as the Mid-western states that Michigan Tech traditionally serves. In addition, an aggressive plan will focus on attracting Native American representation from local and regional Indian Reservations near Michigan Tech. HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Michalek, Donna James Mihelcic John Gershenson Lionel Lyles Mary Durfee Michigan Technological University MI Melur K. Ramasubramanian Continuing grant 3763984 1360 1335 SMET 9179 9178 1335 0000099 Other Applications NEC 0333403 November 15, 2003 IGERT: Multidisciplinary and Comparative Program in Inequality & Social Policy. The Inequality & Social Policy program came into being in the very first cohort of IGERT grants provided by the National Science Foundation. During our initial award, we created a program that trained some forty young scholars to understand the origins, patterns, and consequences of inequality, focusing primarily on the American experience. For the renewal period, we seek support to deepen our work on domestic trends and complement it with more explicit and sustained attention to comparative patterns in Western Europe, where widening gaps between the top and bottom of the income distribution have developed as well. The European experience is particularly important because it is evolving in the context of political and social institutions that are dramatically different from the U.S., often designed to protect citizens from economic insecurity, poverty, and material hardship. Hence, while both regions experience bouts of unemployment, declining demand for low-skilled workers, and rising rates of single parenthood, the consequences are often different (in terms of poverty rates, segregation, and political participation) because of institutional variation. The intellectual merit of this renewal lies especially in challenge that comparative analysis poses to the frameworks, methods, and findings we have developed to understand the domestic patterns of inequality. The broader impact of the research and training we propose will be felt for years to come in the form of important new scholarship on the critical social problems that emerge out of historic levels of inequality, ranging from inequities in income and earnings, to gaps between racial groups in educational attainment and political participation, to spatial and geographic concentrations of disadvantage that affect employment, mobility, crime, health, and patterns of family formation. These are topics of considerable importance to the society we live in, and we encourage our students and faculty to write both for the profession and for the broad public. The web site we maintain receives over 2,000 hits per month, attesting to the broader impact of the scholarship we are producing in the course of this training grant. Twenty percent of our trainees in the first five years are minorities; over half are women. Nearly 30% of our faculty participants are minorities. We expect this track record will continue and that the renewal we seek will help us impact the diversity of the scientific workforce. Students admitted into Ph.D. programs in Economics, Political Science, Public Policy, Sociology or the newly created joint doctoral programs in Government & Social Policy and Sociology & Social Policy are eligible for the training program. Those accepted must participate in the following core activities: (1) Three-term Interdisciplinary Proseminar in In EAPSI IGERT FULL PROPOSALS DGE EHR Wilson, William David Ellwood Christopher Jencks Katherine Newman Harvard University MA Melur K. Ramasubramanian Continuing grant 3748404 7316 1335 SMET 9179 1335 0000099 Other Applications NEC 0333408 February 1, 2004 IGERT: Multinational Collaborations on Challenges to the Environment. The goal of our project is to create a new collaborative multinational model for interdisciplinary graduate education and research. In our approach, a small, dedicated, and carefully selected set of partner institutions will work in concert to: 1) develop collaborative and sustainable interdisciplinary graduate research opportunities; 2) implement new project-based courses which are offered cooperatively at multiple sites; 3) create international internship opportunities for participating graduate students, 4) implement a multinational mentoring, advising and communications network, 5) develop teaching and curriculum development experiences for graduate students which provide them with a rich international perspective on the challenges facing higher education, and 6) share experience in more effectively targeting university research to address practical problems facing our regions. Our partner universities are: Tohoku University (Japan), the University of Auckland (New Zealand), the Polytechnic of Namibia (Namibia), the University of Natal (South Africa), Eduardo Mondlane University (Mozambique), Can Tho University (Vietnam), Sichuan University and Tsinghua University (both in China). We will also work closely with Pacific Northwest National Laboratory (PNNL), our region's major governmental research lab, in the design of the research and educational programs for our students. Our focus on 5 interwoven environmentally-related themes, specifically 1) water quality and wastewater treatment; 2) "eco-materials" (or reducing the environmental cost of materials processing and use); 3) biodiversity, with a focus on botanical and aquatic systems; 4) goods and services from forest ecosystems; and 5) environmental social sciences. Together, we will implement a coherent and powerful set of interdisciplinary experiences for our students that will enable them to emerge as imaginative and effective leaders in our communities. Simultaneously, our program will offer new insight to all partners on the strengthening of graduate education across the disciplines. Our educational program incorporates: 1) participation in one or more of the 5 interdisciplinary thematic research clusters, as described above; 2) a year-long, project-based course on Coupled Human, Natural and Materials Systems, which brings together faculty and students from all of the 5 thematic clusters; 3) a required research internship at one of the partner institutions (6 - 12 months) under the supervision of a local co-advisor; 4) a "pedagogical" internship working either at the K-12 or undergraduate level on a project related to international educational reform in science and engineering; 5) an on-going weekly IGERT seminar; 6) two "dissertation workshops" (one in the early, problem-definition stage of their research, and another in the writing stage); and 7) activities focused on career awareness, ethics, and professional development, with a particular emphasis on the international dimensions of these issues. The Intellectual Merits of the proposal include: the high quality scientific research it will enable; the plans for linking the research to the solution of common, practical regional problems, and the innovative strategies for integrating international research and graduate education and training. The Broader Impacts of the program include 1) the contribution we will make to the generation of a globally-engaged, diverse and technically astute international workforce, and 2) the insight we will provide to the broader higher education community on such basic questions as: How to create international research experiences for our graduate students that are effectively integrated with the rest of their professional development and research; How to structure inter-institutional partnerships in graduate education such that the benefits are truly reciprocal and sustainable; How to structure interdisciplinary international programs so that they are more effective in attracting and retaining a diverse set of graduate students. EAPSI HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Hinckley, Thomas Stevan Harrell Richard Olmstead Michael Brett University of Washington WA Melur K. Ramasubramanian Continuing grant 3396700 7316 1360 1335 SMET 9200 9179 9178 5978 5976 5928 5927 5921 5251 1335 0000099 Other Applications NEC 0333411 November 15, 2003 IGERT: Hybrid Neural Microsystems: Integrating Neural Tissue and Engineered Systems. This IGERT program is focused on the creation of a training environment that combines cellular and systems neuroscience with microelectronics/computing technology and microelectromechanical systems (MEMS). The novel combination of disciplines will result in a program whose intellectual merit is embodied in the development and application of systems that integrate neural tissue and engineered components. Research applications range from enhancing knowledge of living organisms, to augmenting damaged neuronal tissue, to creating biologically-inspired engineered systems. The participating faculty members have a strong track record of interdisciplinary education and research that has laid the foundation for this effort. The IGERT program will build upon this foundation through a combination of educational infrastructure and interdisciplinary research opportunities that will facilitate the training of IGERT fellows, who will emerge from the program as a new breed of scientist-engineer that understands and can apply knowledge that crosses these two, previously disparate disciplines. This program will impact the participating institutions and the broader neuroengineering community through its educational, recruitment, and professional-development components. Educational efforts formalize interactions among programs at Georgia Tech and Emory, resulting in the integrated training of biology and engineering students to address issues at the intersection of these two disciplines. The program includes many interlinked educational components, including the capstone Hybrid Neural Microsystems course, which combines laboratory experience, problem-based learning, and implicit mentoring. The recruitment and retention efforts target the creation of a candidate pool of potential neuroscience and engineering students who are prepared for this program. These efforts will focus on the recruitment of a significant population of under-represented minority students, capitalizing upon existing partnerships between Georgia Tech, Emory, and the colleges of the Atlanta University Center. Career development will be fostered by engaging the fellows in collaborative international experiences and in industrial internships, enhancing, in the process, existing relationships with these international and industrial partners. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. EAPSI HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR DeWeerth, Stephen Ronald Calabrese Wendy Newstetter Robert Butera Terri Lee GA Tech Research Corporation - GA Institute of Technology GA Melur K. Ramasubramanian Continuing grant 3854517 7316 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0333415 October 1, 2003 IGERT: Integrative Graduate Research and Training in Evolutionary Primatology--Reinvigoration and Reorientation of NYCEP (New York Consortium in Evolutionary Primatology). NYCEP, the New York Consortium in Evolutionary Primatology, is a graduate research and training program funded for the past 10 years by an NSF Research Training Groups (RTG) award. In drawing faculty from City University of New York, Columbia University, New York University, the American Museum of Natural History, and the Wildlife Conservation Society, NYCEP represents a rare combination of public and private universities together with privately endowed (and publicly assisted) institutions dedicated to bringing science to the public. Our consortium links over 45 faculty whose research perspectives on human and nonhuman primates include comparative morphology, paleontology, systematics, molecular and population genetics, behavior, ecology, and conservation biology. Students take courses in all these areas, attend seminars drawing on the staff of all five institutions, and have multiple opportunities to conduct original research at field sites, laboratories, and museums. NYCEP is unique for the range and diversity of courses and research opportunities that it offers. This IGERT award will further enhance and refocus our successful graduate training program by implementing a series of innovative educational, curricular, and research initiatives, as well as to provide support for the training of a cohort of talented graduate students who would not otherwise benefit from this integrative program. Since 1992, we have trained 110 students (including 63 females and 15 from groups underrepresented in science) with benefit from NSF/RTG funding, and we awarded 49 Ph.D.s. Of those with direct NYCEP funding, 22 have already received Ph.D.s, and many have obtained high-profile positions in universities, zoos and industry. We will build upon these successes by increasing our emphasis on the following areas: (1) professional development through student presentations and a new course covering the ethical conduct of science, oral and written communication skills, grant application, and job search; (2) student participation in international field research on behavioral ecology, conservation and paleontology; (3) visibility and public awareness, through an annual conference to showcase NYCEP activities and improve science literacy and interest; and (4) outreach to undergraduate, especially minority, students through interaction with college science programs on our campuses and elsewhere. Each of these features will enhance both the intellectual merit and the broader impacts of our program. This IGERT grant and associated university financial aid will support over 35 new students and fund about 180 student-years of graduate education. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. EAPSI IGERT FULL PROPOSALS DGE EHR Delson, Eric Terry Harrison Ian Tattersall Colleen McCann Marina Cords CUNY Graduate School University Center NY Melur K. Ramasubramanian Continuing grant 3983191 7316 1335 SMET 9179 5980 1335 0000099 Other Applications NEC 0333417 October 1, 2003 IGERT: Integrative Geographic Information Science Traineeship Project. This IGERT project will continue the doctoral education and research training program in Geographic Information Science (GIScience) at the University at Buffalo, and expand it into new research areas. GIScience is an emerging interdisciplinary field that seeks to understand the nature of geographic phenomena and of geographic information, providing theoretical foundations for Geographic Information Systems (GIS). GIScience seeks to formalize geographic principles using logic and mathematics, to explore scientific, educational, and policy-related uses of geographic information, and to elucidate the complex relationships that individuals and society have with GIS. It also provides a framework for scientific and engineering studies of physical and social phenomena. GIScience underpins the multi-billion dollar GIS industry in the United States, including its many applications relevant to national security and to the economy, and to science and engineering. The scientific core of the project focuses on research in three major interlocking areas. The first research theme is basic geographic information science, which includes ontology of the geographic domain, cognitive geography and geographic cognition, human interaction with geographic information and technology, and geographic information, institutions, and society. The second research theme is geographic environmental science, which integrates spatial databases with regional models to forecast the environmental effects of phenomenon such as groundwater contamination and volcanic flows. Geographic social science is the third research theme, and is based on the integration of spatial analysis and spatial statistics with GIS, addressing topics such as the development of new methods for the detection of hot spots in patterns of phenomena such as disease or crime, and of better methods for intelligent highway systems. The educational and training aspects of the program are centered on four core courses, including a new required core course in ethics and professionalism. Students will also be required to have competence in the use of GIS software, and a basic understanding of the mathematical foundations of the field. The program also includes cross-department research experiences, internships (including international research internships), and an international summer school. The international summer school will be open to early-career scholars in GIScience from other US institutions, broadening the impact of the IGERT-funded graduate research training beyond this institution. Over the next five years, the program will have a new funding pattern: trainees will be funded for two years as NSF Fellows, and for two years on university-based enriched assistantships. This is an important step toward institutionalization, since toward the end of this funding period we will argue for the long-term continuation of university support. Five additional years of external support will allow completion of the institutionalization of the program, producing a lasting effect on the culture of graduate education within the participating departments and beyond. The intellectual merit of the proposed activity lies in its attention to innovative research in environmental science, social science, information science, and engineering. The project will continue to foster interdisciplinary sharing of ideas and research methods, and continue to influence the work of both faculty and students involved in the program. This influence will extend well into the future as the trainees enter the workforce. The broader impacts of the proposed activity will come from the integration of social and natural science research to produce policy recommendations for decision-makers. The program will develop broadly prepared Ph.D.s with multidisciplinary backgrounds who will have a significant impact on the further development of the field both nationally and internationally, in academia, government, and industry. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. EAPSI HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Mark, David Michael Sheridan Joseph Atkinson Ezra B. Zubrow Barry Smith SUNY at Buffalo NY Melur K. Ramasubramanian Continuing grant 3859676 7316 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0333418 October 1, 2003 Globalization and International Development. The IGERT program at Columbia University will be a new interdisciplinary graduate training program in the study of globalization and international development. Globalization can be a powerful engine for international development, but in many developing countries globalization has instead meant rising poverty and inequality. Columbia has brought together a distinguished interdisciplinary social science faculty to investigate why, and to provide a deeper understanding of the impact of globalization on developing countries. Through the IGERT program, these faculty will train the next generation of researchers in new models and new methods for studying international development. The IGERT trainees will be drawn from the departments of economics, political science, sociology, the newly created program in development studies, and from the urban planning program. The program combines a rigorous disciplinary grounding, acquired chiefly during the first two years, with an intensive and interdisciplinary training experience that includes a semester-long course in globalization taught by the PI; a two-semester interdisciplinary foundations course in international development (to be created specifically for the IGERT program); an integrated mentored team research experience; and a research internship on a faculty-led project. Columbia's program has a strong international dimension. All IGERT trainees will undertake a summer research internship abroad, accompanied by training in research ethics with a focus on international issues and by intensive language training as needed. The program also includes funding for symposia and smaller-scale dialogues that will attract international researchers and policymakers. Through this curriculum, the trainees will gain a firm disciplinary grounding along with an understanding of key concepts and approaches of the other disciplines. This interdisciplinary fluency will permit more effective cross-disciplinary collaboration as well as innovation through the appropriation of ideas and tools across disciplinary boundaries. The intellectual merit of the IGERT program is in the commitment to bring new disciplinary and cross-disciplinary perspectives and tools to bear on the problem of globalization and international development. To better understand the implications of globalization for economic development, models are needed that systematically incorporate the social and political institutions, rule of law, transparency, and other factors that can modify or enhance the impact of markets, as well as the geographic and environmental factors that can shape the course of development. This research will necessarily be more analytically complex, modeling interdependence among countries and regions and examining the pacing and sequencing of development. The program will have significant broader impacts of two main kinds. First, it will develop new graduate curricula in globalization and development, including course syllabi, that will be available to other institutions through the program website. Second, it will disseminate research by IGERT faculty and student trainees to scholars and policymakers via major symposia on international development as well as smaller-scale dialogues. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. EAPSI IGERT FULL PROPOSALS DGE EHR Stiglitz, Joseph Seymour Spilerman Susan Fainstein Maria Murillo Columbia University NY Melur K. Ramasubramanian Continuing grant 3755230 7316 1335 SMET 9179 1335 0000099 Other Applications NEC 0333420 October 1, 2003 IGERT: Interdisciplinary Research Training in Assistive Technology. This IGERT will support PhD students at Carnegie Mellon University (CMU) and at the University of Pittsburgh (Pitt) pursuing training and research in assistive technology. The focus of this IGERT is to support training and research that provides both a deep understanding of human needs and what technology can do to provide for those needs. This IGERT brings together a number of research institutes in CMU's School of Computer Science (Robotics, Human-Computer Interaction, Language Technology, and the Center for Automated Learning and Discovery) and departments within Pitt (Rehabilitation Science and Technology, Occupational Therapy, Physical Therapy, Nursing, Physical Medicine and Rehabilitation, Bioengineering, and Communication Science and Disorders). A key feature of this IGERT is that, after appropriate course work and training, each student will (1a) engage in a full time clinical internship program for at least one semester or summer or (1b) produce a conference quality paper describing a clinical study that student performed, and (2) produce a conference quality paper describing the design, implementation, assessment, and/or refinement of an assistive technology. This requirement will necessarily mean that technological students have a substantial clinical experience, and clinical students have a substantial technical experience. Additional cross-over clinical and technical experiences will be encouraged. The intellectual merit of the proposed activity includes getting technical and clinical departments to talk to each other, understand each other's thinking, and create a truly joint educational program. The IGERT program ensures that students gain exposure to basic technological research as well as the translation of research to clinical applications. Collaboration with Pitt will provide opportunities for CMU students and faculty to get exposure to real clients with real problems in real contexts, rather than the usual 2nd or 3rd hand problem descriptions isolated from context. Collaboration with CMU will provide opportunities for Pitt students and faculty to get exposure to state of the art technology, and exposure to a wider range of students and faculty who could serve as sources of expertise and collaborators. This IGERT will facilitate communication and understanding among rehabilitation and technology disciplines by bringing together students and faculty working on assistive technology in several different CMU institutes and departments at Pitt. Participants in this IGERT will work to develop online courses and open source software to make our learning resources accessible world wide. The broader impact of increased research and training in assistive technology is to improve the lives of people with disabilities, the elderly, children with developmental disorders, and ultimately help make everyone more perceptive, smarter, and more capable. Our definition of assistive technology is quite broad, and thus we expect to have a wide impact. There are huge needs and opportunities for assistive technology. Each year the number and percentage of senior citizens in our society increases. Many need assistance to live independently as long as possible. Nursing-home care can be improved in many ways with assistive technology. The number of diagnoses of developmental disorders in children is increasing, and technology can assist these children to develop and participate in our society more fully. The use of technology to reduce the effect of disabilities in perception, reasoning, memory, and movement is rapidly increasing. The Americans with Disabilities Act mandates greater integration of people with disabilities. Rehabilitation engineering and assistive technology will need to play a substantial role in the order for the goal to be reached. Central to our research and education is outreach to individuals and groups with needs or disabilities that technology can help. Pitt's Department of Rehabilitation Science and Technology (RST) has one of the highest concentrations of people with disabilities as faculty, staff, and students of any academic program in the world. In addition, we will model our diversity and outreach programs on the successful recruitment of women by Pitt's RST and CMU's School of Computer Science. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. IGERT FULL PROPOSALS DGE EHR Atkeson, Christopher Takeo Kanade Rory Cooper Sebastian Thrun Richard Simpson Carnegie-Mellon University PA Melur K. Ramasubramanian Continuing grant 3718105 1335 SMET 9179 1335 0000099 Other Applications NEC 0333444 October 1, 2003 IGERT: Marine Biodiversity - Understanding Threats and Providing Solutions. Human beings profoundly affect many of the physical and biological processes of the planet, with consequences for the future that are poorly understood. For many years concern focused on the land, but the degradation and vulnerability of marine ecosystems is now apparent. Identifying the magnitude and causes of environmental change is a complex task, but this alone is not enough. The environmental and socioeconomic consequences of alternative policy responses must be evaluated, and this information must be conveyed effectively to policy-makers and the public. In order to accomplish this, we propose an integrated research and training plan designed to answer the following questions for specific marine ecosystems where we have expertise: (1) How have marine ecosystems changed over time and what are the main forces influencing those dynamics? (2) How do marine ecosystems currently function and what services do they provide? (3) What are the policy options available for protecting and restoring marine biodiversity and ecosystem function? (4) What information (biological and socio-economic) is needed by decision-makers and how is it best communicated to them and to the public at large? To meet this need, we plan a new type of graduate training whose centerpiece is a series of interdisciplinary, team-based, problem-solving experiences to foster analytical and communication skills with a global outlook. Key novel elements of this IGERT program are: an intensive introductory course in the relevant natural and social sciences (1st summer); a year-long, case-studies course Marine Science, Law and Policy in which interdisciplinary teams of students work together on marine-related problems facing society (1st academic year); a summer internship (national or international, governmental or NGO; 2nd summer); assembly of interdisciplinary teams to elaborate and coordinate research strategies for targeted ecosystems (year 2); an Informatics in Biodiversity class and workshops in ethics and communication skills (years 2 & 3); and a dissertation bridging the natural and social sciences that addresses an important marine conservation problem, with advisors from within and outside academia (years 3-5). Intellectual Merit: The IGERT program will provide greater understanding of marine biodiversity, the threats that it faces, and provide methods to address those threats. Its interdisciplinary structure will facilitate creation of novel links across the natural, social and informatic sciences. Broader Impact: The primary purpose of the program is to train a new generation of students capable of confronting important societal issues with respect to the health of the world's oceans. Specific elements include building links outside academia (nationally and internationally), increasing representation of under-represented groups, and communicating the results of investigations outside traditional academic circles. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. EAPSI IGERT FULL PROPOSALS DGE EHR Norris, Richard Jeremy Jackson Richard Carson Dale Squires University of California-San Diego Scripps Inst of Oceanography CA Melur K. Ramasubramanian Continuing grant 3576520 7316 1335 SMET 9179 1335 0000099 Other Applications NEC 0333451 October 1, 2003 IGERT: Vision and Learning in Humans and Machines. Consider creating (a) a computer system to help physicians make a diagnosis using all of a patient's medical data and images along with millions of case histories; (b) intelligent buildings and cars that are aware of their occupants activities; (c) personal digital assistants that watch and learn your habits -- not only gathering information from the web but recalling where you had left your keys; or (d) a computer tutor that watches a child as she performs a science experiment. Each of these scenarios requires machines that can see and learn, and while there have been tremendous advances in computer vision and computational learning, current computer vision and learning systems for many applications (such as face recognition) are still inferior to the visual and learning capabilities of a toddler. Meanwhile, great strides in understanding visual recognition and learning in humans have been made with psychophysical and neurophysiological experiments. The intellectual merit of this proposal is its focus on creating novel interactions between the four areas of: computer and human vision, and human and machine learning. We believe these areas are intimately intertwined, and that the synergy of their simultaneous study will lead to breakthroughs in all four domains. Our goal in this IGERT is therefore to train a new generation of scientists and engineers who are as versed in the mathematical and physical foundations of computer vision and computational learning as they are in the biological and psychological basis of natural vision and learning. On the one hand, students will be trained to propose a computational model for some aspect of biological vision and then design experiments (fMRI, single cell recordings, psychophysics) to validate this model. On the other hand, they will be ready to expand the frontiers of learning theory and embed the resulting techniques in real-world machine vision applications. The broader impact of this program will be the development of a generation of scholars who will bring new tools to bear upon fundamental problems in human and computer vision, and human and machine learning. We will develop a new curriculum that introduces new cross-disciplinary courses to complement the current offerings. In addition, students accepted to the program will go through a two-week boot camp, before classes start, where they will receive intensive training in machine learning and vision using MatLab, perceptual psychophysics, and brain imaging. We will balance on-campus training with summer internships in industry. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR de Sa, Virginia Garrison Cottrell David Kriegman Karen Dobkins Geoffrey Boynton University of California-San Diego CA Melur K. Ramasubramanian Continuing grant 3663975 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0333453 November 15, 2003 IGERT: Graduate Training in Optical Sciences and Engineering. Faculty in three departments and one institute on campus have received a renewed IGERT investment to implement a new kind of graduate training through a multidisciplinary optical science and engineering program (OSEP). Optics is both a science and a technology, and it is inherently interdisciplinary-a fact that is well reflected by the University of Colorado's (CU's) own faculty and other researchers who span several departments and institutes. Indeed many technical fields are increasingly dependent on optical technology for communication, measurement, entertainment, displays and production, to name a few, hence the global motivation for a multidisciplinary training program in optics. The field of optics is furthermore a natural one for CU to cultivate. From Bose-Einstein condensation in JILA, to the development of liquid crystal displays in Electrical and Computer Engineering (ECE), to optical information processing in Physics, to controlled chemical reactions in Chemistry, optics permeates CU's research and technology. This strength spanning several departments has been enhanced by this coordinated effort in graduate training. The IGERT training program is designed from a bottom-up philosophy: Give students a very solid scientific and technical training in optics and they will be well prepared for subsequent employment in a wide variety of disciplines and industries. OSEP takes students from three home departments, Chemistry, ECE, and Physics, and augments their traditional training with a rigorous foundation in optical science and engineering. OSEP encompasses three major research thrusts: (1) Optical control and manipulation, which includes, for example Bose-Einstein Condensation (BEC) for which CU physicists (who are also participants in this proposal) were recently awarded the Nobel Prize in Physics; (2) Optical metrology, which is undergoing a technical revolution thanks to advances in ultrafast lasers on the one hand and structured optical fibers on the other; and (3) Optical processing, in which combined microwave and optical holographic techniques have led to a new paradigm for processing wireless communications, astronomical, and radar signals. The intellectual merits of these research pursuits are reflected in the substantial impact that they have already had on the recent trends in science and engineering and more so in their potential impact on future technology. BEC, for example, is recognized as the atom analog of the laser. Roughly speaking we are where laser research was in the 1960's shortly after its invention, yet research within this program has already targeted integrated atom optics as a technology that can do for atom optics what integrated optical technology has already done for conventional light optics. OSEP seeks a broader impact with its focus on the student as national and international citizen: its goal is to provide students not only with in-depth technical training, but also to provide career awareness and a global perspective of science and society. Their training includes three laboratory rotations, one of which must not be in their home department, and they may choose to carry out a rotation in a laboratory abroad to gain an international perspective. Students also undergo a three-month industrial internship, which can be carried out locally, nationally or abroad. The program includes an Industrial Advisory Board whose members interact with the students, recruit for internships and future employment, and provide feedback to the program administration. OSEP also incorporates a weekly seminar with contributions by members of academia and industry as well as by the students themselves. Skills and technical courses are complemented by courses on ethics, communication, and business to provide a balanced training to prepare students as responsible and effective contributors to society. OSEP prepares students exceptionally well for jobs in industry; moreover, Ph.D.s with the broad education provided by OSEP are precisely the kind of individuals we hope to see as next-generation faculty. These are the individuals that can change the culture of our universities: those who see their science as part of the greater society, who raze the walls of the ivory tower and level the barriers to interdisciplinary education. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. EAPSI HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Anderson, Dana Henry Kapteyn David Jonas Jun Ye University of Colorado at Boulder CO Melur K. Ramasubramanian Continuing grant 3851637 7316 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0333455 October 1, 2003 IGERT: Nanoscale Science and Engineering - From Building Blocks to Functional Systems. This IGERT Program is in nanoscale science and engineering at the University of California, Berkeley. The key scientific goals and intellectual merit of this IGERT program address three important themes of this field: nanostructure synthesis and processing of novel functional devices and systems, nanoscale characterization, and modeling. Each of these is designed to facilitate the integration of nanostructures into engineered systems. Students selected for this program will focus on one of five research sub-areas: nanoelectronics, nanophotonics, nanobiology, nanomagnetics, and nanomechanics. They will master core courses offered across several disciplines and multiple departments. Students will carry out their Ph.D. research under the joint supervision of two advisors from both engineering and the physical sciences, and they will receive additional practical training through cross-laboratory investigations within and outside of the labs of IGERT faculty. A national and international internship program will contribute to the broader impacts of this program and constitute an integral part of the IGERT educational experience. Students may elect to complete their internship either in an industrial or national laboratory, or they can choose to work at institutions abroad with several of which we already have established close contacts. An array of services at the university will be utilized for the recruitment of a diverse student body, with much-anticipated success. Women and underrepresented minority groups will be recruited actively. We also plan to complement the IGERT program with the National Consortium for Graduate Degrees for Minorities in Engineering (the GEM Program) and the National Physical Sciences Consortium. Role models and mentors are key to the successful recruitment and retention of women and minorities. Our strong group of faculty and industrial mentors will provide crucial guidance to our graduate fellows. Outreach programs to engage students from underrepresented groups in local high schools will be implemented. They include After-School Science Workshops and Summer High- School Internships in Nanoscience and Engineering. The faculty comprising the IGERT program are committed to leadership and participation in outreach and educational activities that will foster knowledge and appreciation of nanoscience and engineering in the community and nationally. UC Berkeley is in the unique position of having an unusual combination of resources committed to nanoscale science and engineering. Significantly, the Chancellor of UC Berkeley has identified nanoscience and nanoengineering as one of the top three research priorities on campus and has made an institutional commitment to focus research resources on areas that will be critical in the upcoming nanoengineering revolution. This program will find its specific intellectual merit in the establishment a new kind of graduate education at Berkeley in a research area that is unprecedented in its impact across disciplines. The interdisciplinary IGERT curriculum will allow to establish innovative educational concepts to prepare qualified graduate students at the University of California, Berkeley, for the future demands of this rapidly expanding field. This traineeship program spans nine graduate programs in three colleges, each with its own unique approaches to and robust research capabilities in nanoscale science and engineering. The lasting impact of this project will not be limited to the scientific achievements that will make an important contribution towards the building, understanding, and controlling of engineered objects on the nanometer length scale. Equally important will be a paradigm shift in graduate education, especially in Engineering education at Berkeley that is expected to have long-lasting impact beyond the scope of this program. IGERT is an NSF-wide program intended to meet the challenges of educating U.S. Ph.D. scientists and engineers with the interdisciplinary background, deep knowledge in a chosen discipline, and the technical, professional, and personal skills needed for the career demands of the future. The program is intended to catalyze a cultural change in graduate education by establishing innovative new models for graduate education and training in a fertile environment for collaborative research that transcends traditional disciplinary boundaries. In this sixth year of the program, awards are being made to institutions for programs that collectively span the areas of science and engineering supported by NSF. EAPSI HUMAN RESOURCES DEVELOPMENT IGERT FULL PROPOSALS DGE EHR Chang-Hasnain, Constance Peter Yu Stephen Leone Kevin Healy University of California-Berkeley CA Melur K. Ramasubramanian Continuing grant 3916993 7316 1360 1335 SMET 9179 1335 0000099 Other Applications NEC 0334415 July 1, 2003 GRADUATE RESEACH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR REYES, ALBERTO REYES, ALBERTO none Gisele T. Muller-Parker Fellowship 115044 7172 SMET 9179 0000099 Other Applications NEC 0334416 September 1, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Smith, Morgen Smith, Morgen E VA Gisele T. Muller-Parker Fellowship 116539 7172 SMET 9179 0000099 Other Applications NEC 0334417 July 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Cashman, Mary Cashman, Mary E none Gisele T. Muller-Parker Fellowship 73967 7172 SMET 9179 0000099 Other Applications NEC 0334418 July 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Hahn, Adam Hahn, Adam S none Gisele T. Muller-Parker Fellowship 39000 7172 SMET 9179 0000099 Other Applications NEC 0334419 August 1, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Guarrera, David Guarrera, David T none Gisele T. Muller-Parker Fellowship 39000 7172 SMET 9179 0000099 Other Applications NEC 0334420 July 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Helgen, Kristofer Helgen, Kristofer M none Gisele T. Muller-Parker Fellowship 120000 7172 SMET 9179 0000099 Other Applications NEC 0334421 July 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Koenig, Andreas Koenig, Andreas C none Gisele T. Muller-Parker Fellowship 39000 7172 SMET 9179 0000099 Other Applications NEC 0334422 August 1, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Rapoport, Benjamin Rapoport, Benjamin I none Gisele T. Muller-Parker Fellowship 38000 7172 SMET 9179 0000099 Other Applications NEC 0336934 March 1, 2004 Rural Alliance for Improving Science Education - Track 1, GK-12. Title: Rural Alliance for Improving Science Education (RAISE) Institution: Oklahoma State University PI/Co-PIs: Thomas A. Wikle (PI), Joel W. Helmer and John E. Steinbrink (Co-PIs) Fellow/Year: 10 (graduate) School Partners: Perkins/Tryon, Morrison, and Hennessey Public Schools Target: 6 through 12th grades Setting: rural Disciplines: interdisciplinary (Earth sciences, life sciences, general sciences) Background: Despite recent implementation of statewide science education standards, students from rural Oklahoma communities lag behind the nation in math and science ability. Compounding the problem is a shortage of math and science teachers making it necessary for teachers to offer subjects outside of their primary science teaching area. Intellectual Merit of the Proposed Activity: The Rural Alliance for Improving Science Education (RAISE) places outstanding graduate students (fellows) in 6-12 grade classrooms to work one-on-one with public school teachers in three rural school districts. Supervised by a committee of science teachers and faculty from Oklahoma State University (OSU), RAISE builds on existing relationships among OSU faculty and K- 12 teachers established through POLARIS, a Department of Education sponsored project for improving middle and junior high science instruction. The interdisciplinary area of Geographic Information Science (GISci) serves as the focus for the development of innovative science curricula with the goals of: 1) strengthening curricular ties among ecology, biology, Earth science and environmental science, and 2) providing measurable improvement in student performance on state-mandated science tests. Broader Impacts of the Proposed Activity: RAISE targets rural school districts with significant numbers of Native American students and high poverty rates. Fellows from the Departments of Botany, Zoology, Microbiology, Geography, Geology, and Environmental Science are completing their OSU degree with stronger communication skills, an improved understanding of science pedagogy, and a greater appreciation for the needs of both teachers and diverse learners. Lesson plans and other materials developed by fellow/teacher teams will be disseminated regionally through summer institutes and nationally through a project web site promoted via science education journals and teacher conferences. The principal benchmarks for project success are: 1) student improvement on science sections of the state-mandated Oklahoma Core Curriculum Test and, 2) the number of teachers/schools throughout the state and nation that integrate RAISE materials into 6-10th grade science instruction. GRAD TEACHING FELLOWS IN K-12 DGE EHR Wikle, Thomas John Steinbrink Joel Helmer Oklahoma State University OK Sonia Ortega Continuing grant 1800494 7179 SMET 9179 7179 0000099 Other Applications NEC 0337438 July 1, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Black, Dawn Ohio University OH William J. Hahn Fellowship 119000 7172 SMET 9179 0000099 Other Applications NEC 0337668 June 1, 2004 Track1, GK-12: Revitalizing Achievement by using Instrumentation in Science Education (RAISE). This GK-12 project develops a partnership between Polytechnic University and 3 New York City high schools to enhance student achievement in the Regents Exam of Living Environment, Physics, and Math--A. The intellectual merit of the proposal includes, raising academic achievement of students in STEM disciplines; stimulating students' interest in science and math by integrating "high-tech" sensing and data collection technologies in high school STEM curriculum, instruction, and laboratory; giving professional development opportunities to teachers; and encouraging cross-pollination of education research and technical concepts among the university and school faculty. The Broader Impacts of the proposal include reinforcing STEM training and educational experience of a socially diverse and economically disadvantaged inner-city student body; building the laboratory infrastructure for sensor-based STEM curriculum and instruction; and broadening the ties of Polytechnic's Packard Center with local school districts and local businesses to sustain and grow its outreach activities. This proposal is receiving partial support from the Directorate for Engineering Title: Track 1, GK-12: Revitalizing Achievement by using Instrumentation in Science and Engineering (RAISE) Institution: Polytechnic University PI/Co-PI: Vikram Kapila, Magued Iskander, and Noel Kriftcher Partner School Districts: George Westinghouse, Paul Robeson, and Seward Park Number of Fellows per Year: 6 graduate students, 6 undergraduate "RAISE Fellows" Target Audience: Grades 9-12 (High School), 900 students per year Setting: Urban NSF Supported Disciplines: Science, math, and technology GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Kapila, Vikram Magued Iskander Noel Kriftcher Polytechnic University of New York NY Sonia Ortega Continuing grant 1474762 7179 1360 SMET 9179 7179 0000099 Other Applications NEC 0337839 February 1, 2004 Track 2, GK-12: Building a Learning Community in Science and Mathematics through Educational Patnerships. Title of Project: Building a Learning Community in Science and Mathematics through Educational Partnerships . Track II Institution: Rutgers University, New Brunswick, NJ PI/Co-PI: Kathleen Scott, PI; Michael Carr, Jolie Cizewski, Warren Crown, Joseph Rosenstein Number of Fellows per year (graduate vs. undergraduate): 8 graduate/4 undergraduate School District Partners: South Brunswick Township Public Schools; Public Schools of Plainfield; Piscataway Township Schools; Old Bridge Township Public Schools; Edison Township Public Schools Target Audience of the project (K-12 grade-band): grades 6-9 Setting: urban, suburban NSF supported disciplines involved: Mathematics, Physical Sciences, Biology, Computer & Information Sciences, Engineering, Geosciences, Environmental Sciences Narrative: This Track II GK12 program builds upon the experiences and achievements of our initial program to establish and support learning communities among the university and local school districts. It partners teachers and administrators from local school districts with Rutgers University Fellows (graduate students and advanced undergraduate students) and faculty in science, mathematics, engineering and technology. School teams, each comprised of a Rutgers University STEM graduate student and two or three middle school teachers, work together to enhance their school curriculum and develop new hands-on science and mathematics activities. Each team shares activities with a partner team. Training is provided in a two- week Summer Institute that includes team-building activities, development of team goals, training in pedagogy for the Fellows, exposure to new material in science and mathematics for the teachers, and preparation of a standards-based hands-on activity. Throughout the academic year, the teams work together to enhance existing curricula and develop innovative hands-on activities. Fellows collaborate on developing and presenting activities with their partner teams. Professional development of teachers is offered during the Summer Institute, each semester at Rutgers, and by the fellows in the schools. The Rutgers Science Bus Program, where fellows showcase their most innovative activities, is integrated with this project, enhances the dissemination of the results of this GK12 program, and institutionalizes the involvement of graduate students in New Jersey schools. Each of these activities is being evaluated throughout the project by analysis of team portfolios, focus groups and surveys. Intellectual Merits: This project is resulting in enhanced instruction of middle school students in STEM disciplines through student-centered classroom experiences, refined methods of training teachers and fellows to work collaboratively, and development of a graduate level teaching course based on GK12 activities. Broader Impacts: The graduate and undergraduate fellows are enhancing their teaching and communication skills, learning to work as members of a team, and will be better prepared for future careers where they can build on their GK12 experiences. Teachers are becoming knowledgeable about current trends in these disciplines as they increase their interest in and knowledge about STEM. Middle school students, including urban students from disadvantaged backgrounds, are experiencing the excitement and relevance of science and mathematics, and becoming familiar with career opportunities in these fields. The modeling of innovative hands-on inquiry methods is becoming a part of each school's mathematics and science program. The results of this project will be disseminated across the state by graduate student involvement in the Science Bus Program. Significant Outcomes from Track I: A total of twenty-seven graduate fellows, seventeen undergraduate fellows, and forty-five teachers formed nine teams each year to bring the excitement of contemporary mathematics and science to middle school classrooms. The number of school districts expanded from four in Year 1 to seven in Year 3. This program developed and implemented methods to successfully recruit STEM graduate and undergraduate students and teachers into the program. The program design incorporated a Summer Institute training program, which included a unique series of team building activities and workshops that prepared teams for their work in the schools, culminating with the development of the team's first academic year activity. The program also developed effective strategies for having second-year Graduate Fellows assume a leadership role in ways that strengthened the program. Experienced fellows presented activities developed with their team teachers to other participants at the Summer Institute and at academic year follow up meetings, as well as advising new fellows based on their experiences in the schools. During the academic year program, all of the teams effectively collaborated in developing activities that enhanced the curriculum of their school, related mathematics and science to real life applications, and positively affected middle school student attitudes toward mathematics and science. The team activities in the school enhanced the teaching skills of the fellows and their ability to work collaboratively. Teachers reported increasing their content knowledge, and continue to use the activities developed by the team. This project is partially supported by funds from the Directorate for Biological Sciences. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Scott, Kathleen Michael Carr Jolie Cizewski Joseph Rosenstein Warren Crown Rutgers University New Brunswick NJ Sonia Ortega Continuing grant 1961533 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0337860 June 1, 2004 Track 1, GK-12 Groundwork Education in Mathematics and Science. 2. Project Summary Title: Groundwork Education in Mathematics & Science (GEMS) Institution: University of Louisville PI/co-PIs: Christine Rich (PI), Wiley Williams (Co-PI), LeeAnn Nickerson (Co-PI), Linda Jewell (Co-PI) Number of Fellows per year: 9-graduate/3 undergraduates Setting: Urban NSF Supported Disciplines Involved: Mathematics, Chemistry, Physics, and Geosciences Narrative Summary: The University of Louisville GEMS program is exploring strategies for improving the quality of science and mathematics education at six Title I elementary schools in the Jefferson County Public Schools (JCPS) by instituting a job-embedded professional development program that partners elementary teachers and STEM graduate or undergraduate students in the classroom. Fellows, teachers, university faculty, and JCPS specialists in mathematics and science form an inclusive learning community committed to the development and implementation of inquiry-based teaching methods aligned with state and national standards. Twelve Fellows and twenty-four teachers, assembled into 6-member School Teams, use NSF-supported curricula in science (FOSS, DSM II, and STC) and Investigations in Number, Data, and Space as the primary focus for laying a scientifically and pedagogically sound groundwork for presentation of STEM concepts to students in grades 3-5. Fellows receive preparatory training to familiarize them with state and national standards, current mathematics and science methods, and state assessments. School teams train together in hands-on summer workshops that emphasize cooperative strategies for melding curricular content with teaching practices that best foster student learning. Biweekly seminars and mentoring support provide new learning opportunities and sustained professional development throughout the academic year. The intellectual merit of GEMS resides in its research-based approach to integrating into the JCPS elementary schools an effective model for professional development that increases student interest and learning in mathematics and science. Fellows improve their communication skills as they devise level-appropriate methods for effectively conveying content to both teachers and their students. Benefits to elementary teachers include content resource support from both the Fellows and the university faculty, an improved ability to teach using inquiry-based learning and, the opportunity to make presentations and assume PD leadership roles in their school. Elementary students in the chosen schools benefit from content-enriched, inquiry-based instruction aimed at improving their performance on Kentucky's high-stakes assessments. A broader impact is that the university, and in particular science and mathematics faculty in the College of Arts and Sciences, benefit by expanding partnerships with local school districts. Another broader impact is potentially far-reaching: GEMS proposes a model of collaboration among STEM researchers and STEM educators at both the institutional and school level to advance the teaching and learning of science and mathematics. That collaborative and diverse partnership is already reflected by the composition of GEMS leadership. The recruitment and selection strategies for Fellows and teachers are aimed at ensuring that School Team composition is equally inclusive and diverse. Finally, GEMS is structured such that participants at every level can be actively engaged in GEMS research and educational activities including training, classroom teaching, project evaluation and outcome dissemination. This project is partially supported by funds from the Directorate for Mathematical and Physical Sciences. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Rich, Christine Linda Jewell Lee Nickerson Wiley Williams University of Louisville Research Foundation Inc KY Sonia Ortega Continuing grant 2018034 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0337949 August 1, 2004 Track 2, GK-12: SFSU/SFUSD Science Teachers and Research Scholars Program. Title of Project: Graduate Teaching Fellows in K-12 Education (GK-12) Track 2: SFSU/SFUSD Science Teachers and Research Scholars (STAR) Program Institution: San Francisco State University (SFSU) ,College of Science and Engineering(COSE) PI/Co-PI.s: John Stubbs, PI; Kimberly Tanner, Kathleen O.Sullivan, Gretchen Rollwagen Bollens, Co-PI.s Number of Fellows per year: 12 School District Partners: San Francisco Unified School District (SFUSD) Target audience of the project (K-12 grade band): Middle and High schools ,Grades 6-12 Setting: Urban NSF supported disciplines involved: Biology, Chemistry, Physics, Geosciences, Mathematics The STAR Program is focused on individual partnerships between SFSU science graduate students and SFUSD teachers, working together on-site in middle and high schools to deliver high quality inquiry-based science instruction. This Track 2 project uses a three phase plan to institutionalize graduate student-teacher partnerships by replacing the NSF GK-12 Graduate Teaching Fellows (GTF) over 5 years with COSE Graduate Research and Teaching Partners (GRTP). These GRTP will be graduate students in the COSE who are working toward their Master's degree in a science content discipline (Biology, Chemistry, Physics, Geosciences, Mathematics), but have a new requirement added to their thesis, a Science Education component. The GRTP will take a series of pedagogy courses and, as a culminating experience, will participate in a 10 hour per week on-site partnership with a middle or high school teacher. Intellectual Merit: The project contributes to the knowledge base of the emerging discipline of science education partnership, as well as pioneers strategies and structures for the integration of partnership efforts into the mission and goals of university science departments. The Fellows develop pedagogical skills and K-12 education advocacy as part of their graduate training. Teachers improve inquiry-based teaching methods and mentoring skills, and K-12 students experience enhanced science learning and gain access to diverse role models pursuing careers in science. The institutionalization plan is a creative focus that imbues science education outreach into traditional research degrees throughout the SFSU COSE. Broader Impacts: The STAR Program partners, SFSU and the SFUSD, are both diverse urban educational institutions. The 60,000+ students in the SFUSD, 55% of which are from economically disadvantage families, represent over 50 ethnic backgrounds, with no single group representing >30% of the total student body. Moreover, the STAR Program draws from a diverse graduate and undergraduate population at SFSU in which ~20% are Latina/ African American students.Thus, this program will directly influence K-16+ students traditionally underrepresented in science, as well as disseminate a model for institutionalizing partnership programs to other urban institutions. The project expands the current science education partnership efforts at SFSU, establishes courses and reward structures that will sustain the effort beyond the term of the grant, and initiates new academic pathways in existing COSE Master's degree programs to involve graduate students in science education partnership efforts as part of their scientific training. Results from Track 1: GTF (27 to date) have improved their skill in devising effective science learning activities and have committed to continued outreach in their careers. Partner teachers have a renewed sense of enthusiasm for teaching science, documented in external evaluation surveys. The GTF-teacher partners have made grade-specific adaptations of over 80 inquiry-based lesson plans to date, with direct impact on ~1500 students in 5 middle schools (4 inner city) and 1000 students in six high schools( 4 inner city). The inner city schools have >60% Latina/African American student populations. All partner teachers(14 MS, 16 HS) report that students have significantly increased interest in science activities as a direct result of GTF presence. From experience gained in Track 1, procedures have evolved which establish effective GTF-teacher partnerships prior to semester startup. Finally, the Track 1 experience has resulted in a very close partnership between the SFUSD and SFSU, which will allow for rapid and smooth implementation of the Track 2 STAR Program. Finally, the COSE administration has become a strong advocate of institutionalizing the GK-12 model as a component of science graduate degrees. This project is partially supported by the Directorate for Biological Sciences. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED RES ON GENDER IN SCI & ENGINE DGE EHR Tanner, Kimberly Kathleen O'Sullivan San Francisco State University CA Sonia Ortega Continuing grant 2148197 7179 1731 1544 SMET 9179 7179 0000099 Other Applications NEC 0338128 June 1, 2004 Graduate Student-University-School Collaborative for Science, Mathematics, Engineering and Technology-II (GraSUS-II). Graduate Student.University.School (GraSUS) Collaborative for Science, Mathematics, Engineering, and Technology-II Title of Project: Graduate Student-University-School Collaborative for Science, Mathematics, Engineering and Technology-II. Institution: North Dakota State University. PI/Co-PI: Dogan Comez, PI; Co-PI.s: James P. Bartlett, Edward L. Deckard, Canan Bilen Green, David W. Haney, William O. Martin, Lisa Montplaisir, Donald P. Schwert, Alan R. White. Number of Fellows per year: 13 fellows per year. School District Partners: All seven Public School districts in Cass County, ND, and Moorhead School District, MN. Target Audience: High school and Middle School. Setting: Urban and rural. NSF Supported Disciplines Involved: Biology, Chemistry, Earth Science, General Science, Mathematics, Life Sciences, Physics, Physical Science, Pre-engineering. Intellectual Merit. The GraSUS-II at the North Dakota State University is a project in which graduate and advanced undergraduate students and faculty work with science and mathematics teachers in grades 6-12 in urban and rural schools in Cass County, ND, and western Minnesota to enhance student achievement in math and science as measured against state and local standards. The project focuses on inquiry-based learning to promote students' learning, problem-solving skills, creative thinking, and teamwork. It builds upon the accomplishments of and lessons learned from the prior GK-12 award [008445], and expands geographically, departmentally, and in scope to establish sustainable university-school partnerships that improve STEM education. This project provides professional development of teachers and fellows, and designs standards linked instructional strategies appropriate for grades 6-12. There is a special focus on enhancing the participation of underrepresented groups, particularly the participation of women in STEM teaching and learning. Women are well represented in the current cadre of fellows, and special consideration will be given to maintain and even increase this representation in GraSUS-II. Broader Impact. The project fosters working relationships between districts, higher education, and industry, focusing on broadly improving mathematics and science achievement. The project includes: (a) recruitment activities, including incentives for participating teachers; (b) professional development and dissemination activities designed to establish the project goals; and (c) comprehensive formative and summative evaluations to monitor and help direct the project activities and document its impact. The project establishes a summer institute to develop programs and an organizational structure integrated with existing partnerships planned to continue beyond grant funding. The project will also develop an ongoing fellow support program that uses NDSU resources and service learning to involve NDSU science, math, and engineering students in sustaining GraSUS activities permanently in local public schools. Results of Prior Project: Teachers report their content knowledge has increased as a result of interacting with the Fellows, while their teaching skills have been enhanced by the extra materials provided by the project. One veteran physics teacher commented that working with the Fellow energized both his physics and his love of teaching. The Fellows report improved ability to discuss complex problems with a relatively naive audience and the K-12 students have gained a better understanding of the subject matter (science and mathematics) covered as well as an appreciation of who scientists are and what they do. It has as well helped build stronger partnerships between the university and the school district. This project is partially supported by funds from the Directorate for Mathematical and Physical Sciences. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Comez, Dogan Donald Schwert Edward Deckard William Martin James Bartlett North Dakota State University Fargo ND Sonia Ortega Continuing grant 2072059 9150 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0338135 July 1, 2004 GK-12: The Pittsburgh Partnership for ENERGIZing Science in Urban Schools. Title: The Pittsburgh Partnership for ENERGizing Science in Urban Schools Institution: The University of Pittsburgh PI/Co-PIs: Joseph Grabowski (PI), Jennifer L. Cartier (co-PI) Fellows perYear: 11 Graduate Fellows and 7 Undergraduate Fellows School Partner: Pittsburgh Public School District (PPSD) Target: 3rd through 8th grades Setting: Urban Disciplines: Chemistry, Biological Sciences, Physics & Astronomy, Geology & Planetary Sciences, Mathematics, Neuroscience. Narrative: Well-documented barriers to good science teaching exist at the elementary and middle school level, most notable of which, there is little time in an overstuffed curriculum for sustained exploration of significant science concepts. One response has been the development of hands-on kits such as the Full Option Science System (FOSS) curriculum in use in the PPSD. While FOSS materials are a step in the right direction in terms of increasing the emphasis on exploratory experiences for students and decreasing the sheer number of "facts" and "topics" to be covered, they are not, in and of themselves, a solution to the problem of inadequate science instruction. The fact remains that too many teachers lack the necessary content knowledge to engage their students in rich discussions around the concepts underlying empirical experiences within the FOSS curriculum. We have selected the "big idea" of energy as a theme, as it fits with many of the FOSS units in use in PPSD. The adoption of a conceptual theme will provide better articulation between teams as well as providing students with a "conceptual consistency". Intellectual Merit: To increase content support for teachers, we will form partnerships between grade 3-8 teachers in PPSD and STEM students at the University of Pittsburgh (selected to represent the diversity of STEM personnel). Funding will support 12 teams of elementary/middle school teachers, STEM graduate students and undergraduate students, as well as math and reading specialists from selected schools. Given time demands on elementary curricula, it is important to have interdisciplinary support in order to establish the time within the school day to teach innovative and rigorous science. An important activity of each team will be to study and implement grade-level appropriate FOSS units and to design and deliver related professional development workshops to other PPSD teachers, in order to disseminate validated approaches. A project coordinator, with assistance from School of Education faculty, will provide support related to inquiry pedagogy and instructional approaches (emphasis on modeling and argumentation) consistent with those described in the National Science Teaching Standards. An external evaluator will oversee assessment instrument design and data planning, will conduct site visits, and will collect, analyze, and report on data on progress toward project goals. Broader Impacts: Increasing teacher content knowledge is an important goal of our project, but it is by no means the only one. We also anticipate that GK-12 Fellows will gain valuable insights into the complexities of urban school teaching and effective pedagogical strategies, both through the training activities, the mentoring they receive and deliver, discussions with other participants, and their interactions with school students. During the preparation course each summer and follow-up endeavors, particular emphasis will be placed on the nature of science as a "sense-making" endeavor supported by social discourse. This view of science, although consistent with current reform movements in science education, is still new and quite foreign to most STEM students (and many K-12 teachers). Thus, our work with teams will include explicit discussion of the nature of scientific inquiry, examples of strategies to engage elementary/middle school students in argumentation and explanation related to empirical phenomena, and reflective analysis of instruction provided by team members. All of the GK-12 activities will serve to establish links (currently completely lacking) between the PPSD teachers and the STEM faculty and students at Pitt while specific activities, such as the Family Science Night and monthly newsletter, will connect project personnel with school student's families. This project is receiving partial support from the Directorate for Mathematical and Physical Sciences. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Grabowski, Joseph Jennifer Cartier University of Pittsburgh PA Sonia Ortega Continuing grant 2030009 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0338153 December 15, 2003 Track 1, GK-12: Improving STEM content for K-6 grades in coastal rural schools in Oregon. Title of Project: Track 1, GK-12: Improving STEM content for K-6 grades in coastal rural schools in Oregon. Institution: Oregon Institute of Marine Biology, University of Oregon PI/Co-PI: Drs. Alan Shanks and Janet Hodder Number of Fellows per year: 9 graduate fellows, 2 undergraduate fellows School District Partners: Coos Bay and North Bend School Districts Target Audience of the Project: K-6th grade Setting: Rural Coastal, low socioeconomic status NSF Supported Disciplines Involved: Science and Mathematics, Natural Resources This proposal will provide support to two rural school districts in meeting the challenges of the Oregon standards based education reform in science and math. By building on a partnership we have already developed with the school districts we will permanently enhance Science, Technology, Engineering, and Mathematics (STEM) education in these districts. We will use Oregon Institute of Marine Biology (OIMB) graduate and undergraduate GK-12 Fellows to provide targeted instruction to elementary students (grades K-6), and professional development to teachers in STEM content. STEM education will be enhanced through the presentation of marine and aquatic sciences utilizing and building upon the Marine Activities, Resources, and Education (MARE) curriculum developed at the University of California Berkeley. The intellectual merit of this proposal includes our goal to permanently improve teacher's understanding of science content, and their use of inquiry and the scientific method to teach STEM subjects. Summer workshops will familiarize Fellows with the MARE curriculum and provide practical pedagogic knowledge for teaching in K-6 classes, and an understanding of the Oregon based standards system. A MARE Lead Teacher cadre will be developed in each school district that will act as mentors for the fellows and as support for other teachers in the district. These teachers will participate in summer "training" workshops for the Fellows. A second series of summer institutes for additional teachers will strengthen the working partnership between fellows and teachers, and improve the teacher's knowledge of science and scientific inquiry. To accomplish the later goal, teachers in the summer institutes will design and carry out scientific inquiries in the marine habitats of Coos Bay. They will design investigations, collect and analyze data, and prepare a work sample appropriate for assessing the investigation. Fellows will meet weekly with the GK-12 coordinator and OIMB faculty to discuss project implementation and direction and provide opportunities for additional training. They will also meet regularly with the GK-12 Coordinator and Lead Teachers from each school to assess progress. A "decision-oriented" evaluation using both qualitative and quantitative analytic techniques will provide participants with formative evaluations to facilitate decision-making and will be used to analyze project data and draw summative conclusions. The broader impact of this project includes the development of a more permanent University/K-12 relationship; the development of teaching, communication, and team-building skills by the GK-12 Fellows; the opportunity for Fellows to gain knowledge and experience of the K-12 teaching community; and the formation of working partnerships with faculty, Fellows, and teachers. Teachers and their students will accrue a number of benefits including up to date scientific information, experiences with real science via inquiry-based investigations, and exposure to working scientists. In addition all participants will strengthen their connection with the community in which they live. This project is partially supported by funds from the Directorate for Geosciences. GRAD TEACHING FELLOWS IN K-12 EDUCATION/HUMAN RESOURCES,OCE DGE EHR Shanks, Alan Janet Hodder University of Oregon Eugene OR Sonia Ortega Continuing grant 1554632 7179 1690 SMET 9179 7179 0000099 Other Applications NEC 0338162 February 15, 2004 Engineers and Teachers Working for Mathematics Success. This Track 2, GK-12 project builds upon a very successful partnership between the College of Engineering at N.C. State University and the science curriculum branch of Wake County, N.C. Public Schools, who together have launched a major science reform effort in the county. The Intellectual Merit of the proposal includes: tracking Fellow progress to degree and subsequent career path and having engineering and math Fellows work together with partner teachers to develop and implement inquiry-based math activities that are designed to enhance math instruction for all students. The Broader Impact of the project is high. The program serves as a model for schools across the state of North Carolina with the techniques and activities developed becoming part of the program being used as a model by other states. The Fellow/teacher teams develop lesson plans and teaching techniques that are distributed: via the web, through distance education, through presentations at education, and engineering and evaluation professional conferences and related publications. Outcomes from Prior Project: This project has resulted in the preparation of a county-wide science reform effort to change to inquiry-based science teaching in every school in the county of over 100,000 students. The GK-12 Fellows model has been adopted by the Introduction to Engineering class as a semester-long design project option, and the teaching of this class has been changed to include more inquiry-based presentation on the part of the university instructors as well. A handbook was developed for interpreting science to hearing impaired students, as well as a suggested standardized list of STEM related signs to be used county-wide. All participating Fellows have gone on to pursue opportunities for outreach during their professional careers. This project is receiving partial support from the Directorate for Engineering. Title: Track 2, GK-12 Engineers and Teachers for Mathematics Success Institution: North Carolina State University PI/Co-PI: Laura J. Bottomley (Engineering), Karen Hollebrands (Education), and Elizabeth Parry (Science Surround) Partner School District: Wake County Public Schools Number of Fellows per Year: 5 graduate students, 15 undergraduate students Target Audience: Grades 3-8 Setting: Urban and rural NSF Supported Disciplines: Engineering, mathematics, science GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Bottomley, Laura Karen Hollebrands North Carolina State University NC Sonia Ortega Continuing grant 2137098 7179 1360 SMET 9179 7179 121E 0000099 Other Applications NEC 0338165 January 1, 2004 Ecologists, Educators, and Schools (ECOS) - Partners in GK-12 Education. Title: Ecologists, Educators, and Schools (ECOS) - Partners in GK-12 Education Institution: University of Montana PI/ CoPI: Carol Brewer, Associate Professor, Biology; Lisa Blank, Associate Professor, Science Education; Paul Alaback, Associate Professor, Forestry; David Oberbillig, Science Teacher, Big Sky High School; Michael Plautz, Science Teacher, Hellgate Middle School Number of Fellows per Year: 10 graduate students, 5 undergraduate life science majors School District Partners: Missoula Curriculum Consortium of 14 W. Montana districts (Bonner, Clinton, DeSmet, Florence-Carlton, Frenchtown, Hellgate Elementary, Lolo, Missoula County Public Schools, Potomac, Seeley Lake, Sunset, Swan Valley, Target Range, Woodman) Targeted Audience: K-12 Setting: Rural NSF Disciplines: Biological Sciences The Ecologists, Educators and Schools (ECOS) - Partners in GK-12 Education Program brings together teachers and administrators in the Missoula Curriculum Consortium and University of Montana faculty from the Division of Biological Sciences and the College of Forestry and Conservation to create a national model of how authentic research experiences at the K-12 level can improve the teaching and learning of science. Using schoolyards and nearby open areas as outdoor research laboratories, ECOS Teams are developing science demonstration projects related to local ecology and conservation biology. Throughout the academic year, K-12 students and their teachers interact with University of Montana faculty, postdoctoral scholars, and graduate and undergraduate students conducting related research in ecology. Intellectual Merit: The ECOS Program: 1) introduces all participating faculty, graduate students, and undergraduates to teaching and learning research and national science education standards; 2) provides content-rich, multi-layered professional development in science for K-12 teachers; 3) develops school-based, content-rich laboratories and research projects for K-12 students; 4) supports a co-mentoring network of science faculty, in-service teachers, and graduate and undergraduate students; and 5) encourages the development of a writing community to disseminate results of the project in peer-reviewed journals and at national meetings. Broader Impact: Scientific ways of thinking and understanding are being fostered in K-12 students and teaching practices focused on "learning by doing" and inquiry instruction are being introduced to a number of school districts, many of which include rural and/or impoverished schools, traditionally underserved schools. The Fellows represent future science faculty who will be effective linkages between scientists, mathematicians, engineers and technologists and educators in the K-16 continuum. Specific project indicators are being collected in order to determine effective mechanisms to promote program sustainability and to facilitate transfer to other sites in Montana and around the country. Ultimately, ECOS will contribute to a national model of how research projects can be introduced into the K-16 curriculum to enhance the teaching and learning of science. This project is receiving partial support from the Directorate for Biological Sciences. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Brewer, Carol Paul Alaback David Oberbillig University of Montana MT Sonia Ortega Continuing grant 2031123 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0338184 February 1, 2004 Track 1 GK-12: Enhancing Science Literacy in Southeast Idaho with Community-based Projects and University/K-12 Partnerships. Title: Track 1 GK-12: Enhancing Science Literacy in Southeast Idaho with Community-based Projects and University/K-12 Partnerships. Institution: Idaho State University PI/Co-PI: Rosemary J. Smith (PI), co-PI's: Mikle Ellis, Richard Wabrek, Richard Inouye Number of Fellows per Year: 10 Graduate, 5 advanced undergraduate School District Partners: Idaho School Districts #25, 91, 93, and 512. Target Audience of the Project: Grades 5-12. Setting: urban and rural NSF Supported Disciplines Involved: Biological Sciences, Engineering, Technology, Geosciences, Chemistry, and Physical Sciences Narrative Summary: This Track 1 project, based in southeastern Idaho, is a partnership between Idaho State University (ISU), school districts in the region's two major cities (Pocatello and Idaho Falls), and two non-profit organizations (a zoo and museum). Two major employers in the area are also participating in the project, with both technical and monetary assistance. The project has a theme of using relevant, local topics in science, engineering and technology to enhance student interest and performance in the target disciplines. The project is designed to enhance: 1) the ability of scientists and engineers to teach and communicate scientific topics to the public, 2) science and engineering instruction in Idaho schools, and 3) partnerships between ISU, local school districts, informal education venues such as the museum and zoo, and local industry. Project activities include an intensive week-long summer workshop to build strong teacher- scientist partnerships, provide professional development for K-12 teachers, and give Fellows the pedagogical training and the opportunity to work with teachers to develop specific problem- or inquiry-based lessons in keeping with state/national standards. Fellows are selected from: Engineering, Technology, Biology, Chemistry, and Geology. University faculty mentor Fellows with required monthly faculty/fellow/ teacher meetings. An extensive evaluation process measures project outcomes, from impacts on K-12 students, to assessments of Fellow's enhanced communication skills. Intellectual Merit: The project explores the effects of implementing a model scientist-teacher-student partnership in a community transitioning from a traditionally agricultural economy towards a high-tech economy. Activities of Fellows are hypothesized to increase student engagement and performance in STEM, and to improve scientific communication. The theme-based approach, stressing topics of local relevance, was conceived by K-12 teachers and the PIs. This approach incorporates the national science standards for inquiry-based learning, and addresses self-identified needs of the schools, and industries, by incorporating scientists into classroom activities. Fellows and teachers are supported and mentored by ISU faculty, and scientists and engineers in local industries and organizations. Broader Impacts: The project will produce more scientifically literate K-12 students who will be attracted to STEM disciplines and careers. The project will increase the participation of Native American students in STEM (because of the population of the partner schools), provide K-12 teachers with science teaching resources, improve the communication of scientific research results and methods, and strengthen ISU's partnerships with the schools. This project is receiving partial support from the Directorate for Biological Sciences. EXP PROG TO STIM COMP RES GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Smith, Rosemary Richard Wabrek Richard Inouye Mikle Ellis Idaho State University ID Sonia Ortega Continuing grant 1975834 9150 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0338188 March 1, 2004 Track 2, GK-12 The PRISM Project: Enhancing Science and Math Education. PROJECT SUMMARY Title of Project: The PRISM Project: Enhancing Science and Math Education Institution: Illinois State University PI/Co-PI: Cynthia Moore/Jennifer Grogg/William Hunter/Michael Plantholt Number of Fellows per year: 10 graduate, 4 undergraduate School District Partners: Bloomington District 87, McLean County Unit School District #5 (City of Normal), Gridley CUSD #10, Chenoa CUSD #9 Target audience: Grades 6-12 Setting: Rural and suburban NSF supported disciplines: Biology, Chemistry, Mathematics The Illinois State University PRISM (Partnerships for Research in Science and Math Education) Project trains and supports graduate students in science and mathematics to provide resources for middle and high school students and teachers. The project integrates research and teaching, and addresses issues of scientific literacy, equity, and attitudes toward science and math among middle and high school students. The goal is to increase the flow of science, math, and technology education information, by creating a learning web connecting all participants. Graduate Fellows and classroom teachers form school-based teams that identify and address science, mathematics, and technology needs. New elements introduced in this track 2 project include the addition of: undergraduate Fellows, partnerships with local businesses and agencies to provide scientific work experiences for teachers and Fellows, and emphasis on the application of teacher-initiated action research to document the classroom success of PRISM Project activities. Action research is the systematic study of classroom practices as they relate to educational objectives. Additional longitudinal research will examine the effects of the project on participants at all levels. The project is being systematically shifted into a self-sustaining entity at the university through institutional funding of Fellowships so that of the five year total of 53 graduate Fellows, at least 22 will have been supported by Illinois State University. Intellectual Merit: Both Fellows and K-12 teachers participate in professional development activities that ensure the presentation of up-to-date content information in classrooms and promote long term partnerships. In addition to incorporating up-to-date science and mathematics into middle and high school classroom activities, PRISM is creating a new cohort of science and mathematics professionals (former Fellows) who are educated about and sensitized to the needs of secondary science education, and providing formal opportunities for these (and other) students to explore the relationships between their specialized research fields and public education and interests. The Fellows are developing a broader view of the relevance of their work to both their disciplines and society at large. The project also informs science and mathematics faculty about the processes of science and mathematics education and provides mechanisms for them to contribute effectively to K-12 education. Broader Impact: The PRISM Project is exploring and evaluating, and will disseminate, successful mechanisms to create improved partnerships between universities and K-12 schools. Successful models of effective partnerships between universities and K-12 schools are essential to improve general science and mathematics literacy, and to help students make a smooth transition between high school and university studies. Studies documenting the roles that graduate students can play in K-12 classrooms will be published in peer-reviewed journals. The project encourages participation by underrepresented minorities, both in our expansion into the Peoria schools, and in the diversity of selected Fellows. Results from Track 1: There have been concrete benefits to Fellows, teachers, and high school students. Participants are involved in on-going school-based collaborations to develop and present curriculum enhancement units, emphasizing inquiry-based activities. Continuous formative evaluation of the project confirms that Fellows and teachers are successfully working in teams at each school site. Fellows are taking lessons from one classroom and successfully presenting them in additional schools on a regular basis. There have been significant interactions among all participants in the project. Fellows are highly enthusiastic about their experiences in classrooms, and teachers find the interactions beneficial. Surveys administered to students suggest that long term retention of information is enhanced by hands-on activities. Professional growth of both Fellows and teachers is being analyzed and incorporated into manuscripts for publication. The first of these, An Exploration of the Content and Nature of Reflective Practices of Graduate Teaching Fellows in a School-University Partnership Project., Mumba F., Chabalengula, V. M., Moore, C.J., Grogg, J., and Hunter, W. J. F., has been accepted for publication in The Chemical Educator. This project is receiving partial support from the Directorate for Biological Sciences. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Moore, Cynthia Michael Plantholt William Hunter Jenny Grogg Illinois State University IL Sonia Ortega Continuing grant 2067429 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0338193 April 1, 2004 Graduate and Undergraduate Students Enhancing Science and Technology in k-12 schools (II). A. Project Summary Title of the Project: Graduate and Undergraduate Students Enhancing Science and Technology in K-12 Schools (II): GUEST K-12 (II) Institution: University of Puerto Rico Mayaguez Campus PI/Co-PI: Juan Lopez-Garriga, Luisa Guillemard, Hernan Santos, Dalas Alston, Jose Cortes-Figueroa Number of Fellows per year: 12 Fellows/year (10 graduates/2 undergraduates). Number of teachers (classes) served per year: 40 teachers per year in summer workshops and 100 classes visits/year. School District Partners: Puerto Rico Department of Education (10 Educational Districts) Target audience of the project (k-12 grade-band): Elementary, Intermediate and high schools (ca. 33% each). Setting: Urban, suburban and rural NSF supported disciplines involved: Chemistry, Biology, Geosciences, Mathematics, Physics, Social Sciences, and Engineering The near, mid, and long-term future of our society depends on the development of the curiosity, imagination, diversity, efficiency, and learning of our societies members. Mathematics, science, and engineering, tied to the understanding of global perception and communication skills, are essential elements that our students must develop and transfer to further strength our society. Track II of Graduate and Undergraduate Students Enhancing Science and Technology in K-12 Schools (II): GUEST K-12 (II) continues to integrate GLOBE (Global Learning and Observation to Benefit the Environment) program and CBL (Calculator Based Laboratory) technology with scientific measurements as a means of enhancing science knowledge and communication skills of fellows, K-12 teachers and students. Typically fellows train 40 teachers during five, 8-hour days, each summer, in GLOBE protocols and CBL. These workshops link fellows with teachers so they work together more efficiently and develop a positive professional relationship. After the training, fellow; 1) make follow-up visits each week to schools, 2) lead Saturday follow-up workshops for teachers, 3) organize and attend visits of teachers to the UPRM facilities. This Track II initiative, by the third year, will institutionalize the GK-12 strategy by creating a permanent GLOBE and CBL Practicum course as an integrated element of the university graduate program. The GUEST K-12 (II) program will strongly interact with other GK-12 initiatives creating a significant interchange in STEM activities among diverse fellows, schools, teachers, and students. The intellectual merit of the project resides in: (1) the creation of an integrative model that helps graduate students adapt current curriculum strategies in science, technology, and communication skills as part of their graduate education; (2) new generations of graduate students using and transferring science inquiry as teaching tools to K-12 teachers and students; and (3) fellows acquiring additional communication skills to attain their careers, social achievement, and success in less time. The broader impacts of the proposed project include: (1) the institutionalization of the program; (2) synergistic teaching/learning process effect of the interaction with graduate fellows, K-12 teachers, students, and other GK-12 initiatives; and (3) an expository model, based on GLOBE and CBL technology, transferable to the K-12 schools of the Nation by the interchange of fellows, and the use of teleconferencing, and other interactive technologies. This project is partially supported by funds from the Directorate for Mathematics and the Physical Sciences. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Lopez-Garriga, Juan Jose Cortes-Figueroa Dalas Alston Hernan Santos Luisa Guillemard University of Puerto Rico Mayaguez PR Sonia Ortega Continuing grant 2193320 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0338202 July 1, 2004 Track 2, GK-12: Project Fulcrum: Phase II. Title of Project: Track 2, GK-12: Project Fulcrum Phase 2 Institution: University of Nebraska-Lincoln (UNL) PIs/co-PIs: Diandra Leslie-Pelecky , Gayle Buck, Barbara Jacobson, Roger Kirby, Suzanne Kirby Number of Fellows/year: Graduate: 9 yr 1, 8 yr 2&3, 5 yr 4 &5; Undergraduate: 4 School District Partner: Lincoln Public Schools (LPS) Target Audience: Middle and Upper Elementary Level (grades 4-8) Setting: Urban NSF supported disciplines: biometry, chemistry, computer science, geosciences, mathematics/statistics, materials science, and physics. Narrative Description: Each Project Fulcrum (PF) Graduate Fellow partners with a Lead teacher who facilitates the Fellow becoming a school-wide resource. Fellow activities include modeling the scientific method, developing materials to increase inquiry experiences for students, building links between the university, teachers and schools, facilitating role-model activities and serving as content resources. Undergraduates work with Graduate Fellows to develop after-school math and science activities for at-risk students. A summer preparation program uses case study and team-building exercises to establish and strengthen partnerships. Continuing support consists of weekly group meetings of teachers and Fellows and monthly All-Hands meetings. Intellectual merit: A realistic model for how research universities can support the participation of STEM faculty in K-12 education is developed. Project Fulcrum activities are institutionalized as part of a comprehensive infrastructure for science and math education. Strategies for institutionalization include adapting Project Fulcrum outcomes and materials to other education projects through the Center for Math, Science and Computer Education, STEM departments supporting Fellows through graduate teaching assistantships, continuing support and expansion of a web-based resource database, UNL institutionalization of professional development seminars for graduate students, and the development and institutionalization of in-service workshops for LPS teachers. Evaluation uses a web database to collect data from participants, including journals, observations, pre- and post-surveys and activity logs. Broader impacts: Phase II builds upon Phase I improvements in the learning attitudes and efficacies of English Language Learners, low socio-economic status students and underrepresented minorities, and extends efforts to behavior- and learning- disabled students. Strategies proven effective in classes with multiple at-risk groups are disseminated through workshops and publications. The effects of Fellows on student stereotypes of scientists are evaluated with an emphasis on students from underrepresented groups. District-wide in-service workshops, informed by these results, are developed to address student attitudes toward science and math, and how to provide students with a diverse range of role models. The outcomes of Track I: Fellows unanimously indicate that they intend to continue involvement with K-12 education. There is greatly increased demand from teachers to work with Fellows. The relationship between the University and Lincoln Public Schools has been considerably strengthened and new collaborations to enhance teacher professional development activities are beginning. Teachers appreciate being part of a professional community focusing on math and science teaching. A cadre of scientists, including students, but also a significant number of STEM faculty, has become part of a volunteer core working with the Fellows. This project is partially supported by funds from the Directorate for Mathematical and Physical Sciences. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Leslie-Pelecky, Diandra Roger Kirby Suzanne Kirby Barbara Jacobson University of Nebraska-Lincoln NE Sonia Ortega Continuing grant 1987732 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0338215 July 1, 2004 TRACK 2, GK-12: EdGrid Graduate Teaching Fellows Program. Title: GK-12: EdGrid Graduate Teaching Fellows Program (Track 2) Institution: University of Illinois at Urbana-Champaign Principal Investigator/Co-Principal Investigators: Deanna Raineri (PI)/Bertram Bruce, Eric Jakobsson, Richard Braatz, Vernon Burton (Co-PIs) Number of Fellows per Year: 8 to 10 Graduate; 6 Undergraduate School District Partners: Champaign Centennial High School; Danville High School; Hinsdale, District 86; Technology Center of DuPage; Urbana High School, Home Hi (all girls) High School, Okaw Valley High School, Jefferson, Brownstown and Cerro Gordo Elementary Target Audience: Middle and High School Setting: Rural, Urban and Suburban NSF-Supported Disciplines Involved: Animal Science, Anthropology, Atmospheric Sciences, Biology, Chemistry, Computer Science, Geography, Mathematics, Physics, Social Sciences Narrative: The Fellows collaborate with campus faculty and participating K-12 teachers to integrate computer-based modeling, scientific visualization and informatics in K-12 science and mathematics education. Modeling and visualization tools are developed that engage students and help them to "learn how to do science, learn the nature of science and learn science content". The GK-12 EdGrid project provides professional development opportunities for K-12 science and mathematics teachers to improve K-12 science teaching and learning. Intellectual Merit. The GK-12 EdGrid Program draws on significant higher education institutional resources (both human and technology-related) in the STEM disciplines to create a framework for sustainable K-12 education outreach. These efforts contribute to advancing knowledge and understanding of the role of: a) higher education STEM discipline faculty and students in the professional development of K-12 teachers; b) STEM discipline faculty and students in improving learning of K-12 students through the engagement of innovative technologies that foster integration of research and education; c) educational collaboratories in K-12 settings; c) graduate students in building sustainable university-school partnerships; d) graduate students in promoting K-12 student interest in higher education STEM disciplines (by acting as role models); e) university-school partnerships in improving pedagogical practices in university education through the engagement of higher education faculty and graduate students with experienced K-12 teachers. Broader Impacts. The GK-12 project utilizes EdGrid's web portal, the Inquiry Page (http://www.inquiry.uiuc.edu), national conferences and various publications to disseminate the GK-12 experiences, modeling and visualization tools and curriculum materials to support teachers nation-wide. By partnering with other on-campus programs serving primarily underrepresented student groups, the GK-12 EdGrid program actively seeks and recruits graduates and advanced undergraduates from underrepresented populations. The GK-12 EdGrid program also broadens its already interdisciplinary focus by actively recruiting graduate students from the social sciences. The addition of social science disciplines allows for more coverage of the K-12 curriculum and adds yet another varied vision that contributes to the richness of the UIUC GK-12 program. The GK-12 EdGrid program leaders are working with institutional and school administrators to make GK-12 activities an integral and sustainable part of the UIUC graduate training experience. Outcomes from Track 1. This project is receiving partial support from the Directorate for Biological Sciences. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED CROSS-DIRECTORATE ACTIV PROGR DGE EHR Raineri, Deanna Eric Jakobsson Bertram Bruce Orville Burton Richard Braatz University of Illinois at Urbana-Champaign IL Sonia Ortega Continuing grant 1901231 7179 1731 1397 SMET 9179 7179 0000099 Other Applications NEC 0338216 July 1, 2004 K-12 Project-Based Learning Partnership Program. This Track 2, GK-12 project builds upon existing relationships and infrastructure developed in the previous GK-12 project to further develop and institutional the Project-Based Learning (PBL) approach with nine school districts in northern New York along with faculty collaboration from St. Lawrence University. This project will lead to extensive broader impacts, with K-12 students, teachers, Fellows, faculty advisors and institutions benefiting from the partnership between both universities and the nine school districts involved. It is anticipated that students will have a greater interest and competence in STEM disciplines; teachers to have renewed enthusiasm and new approaches for teaching STEM in an integrated and PBL approach; Fellows to have significantly improved teaching and communications skills; and college faculty to have the facility and resources to integrate K-12 PBL outreach into their own research projects. The schools included within this project include one with a very high population (57%) of Native Americans and inner city schools with a significant proportion (50%) of students from groups currently underrepresented in the sciences. Part of the intellectual merit of the proposal is that through the extensive evaluation and longitudinal outcomes assessments program included, data to analyze the benefits of the PBL approach at lower levels will be generated and disseminated, leading to a better understanding of suitable pedagogical approaches required to meet the national need for STEM literacy among all and increased numbers entering these professions. This project is receiving partial support from the Directorate for Engineering. Results from Prior Project: Since the initial GK-12 project began in 1999, 26 Fellows have worked primarily with 11 teachers from 4 separate school districts helping to introduce Problem Based Learning into the classroom in coordination with existing New York State science standards. Twenty other teachers have been involved in a variety of related workshops. The program has a 31% rate of funding female graduate Fellows versus a national average of approximately 15% women in engineering graduate program. All 13 undergraduate Fellows and 12 of the 13 graduate Fellows have graduated on time. Modules, matched to New York State Learning Standards, dealing with vermiculite composting and solid waste recycling have been developed and pilot tested. Title: Track 2, GK-12 Project-Based Learning Partnership Program Officer Review Institution: Clarkson University with St. Lawrence University PI/Co-PI: Susan E. Powers (PI), Peter Turner and Esther Oey (co-PIs) Partner School Districts: 9 school districts in northern New York Number of Fellows per Year: 7 graduate students and 7 advanced undergraduate students (yr. 1, then fewer) Target Audience: Primarily middle school with some high school projects Setting: Rural NSF Supported Disciplines: Engineering, mathematics and physical sciences, biological sciences GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Powers, Susan Michael H. Temkin Peter Turner Clarkson University NY Marilyn Mimi McClure Continuing grant 2071513 7179 1360 SMET 9179 7179 0000099 Other Applications NEC 0338240 January 1, 2004 Track 2, GK-12: Graduate Research and Education in Advanced Transportation Technology (GREATT). This Track 2, GK-12 project builds upon existing relationships and infrastructure developed in the previous GK-12 project and is a collaboration among several colleges and institutes at The Pennsylvania State University, University Park, PA, The Indiana University of Pennsylvania, Indiana, PA, The Pennsylvania College of Technology, Williamsport, PA and four central Pennsylvania school districts. Each Graduate Fellow is paired with one or two K-12 teachers in one school district for the duration of his/her tenure on the project. There are eight principal project activity areas: Fellow training, module development, K-12 classroom activities, field trips, Web-based projects, summer workshops, outreach and public relations and longitudinal studies of project participants. The Intellectual Merit of the project centers around using the theme of advanced transportation technology as a proven "hook" that will capture the interest of upper middle school and high school students and provide a natural springboard for introducing broader issues in the relationship between technology and human society including environmental issues, sustainability, ethics and safety. The Broader Impact of the project is that it will provide novel STEM resources for K-12 teachers and schools and will institutionalize ties between higher education and K-12 schools. This project represents an effective approach to address an issue of local and national concern. Significant Outcomes of Track 1 Project: In each year of the Track 1 project, several hundred K-12 students were exposed to STEM concepts and practitioners in a positive and meaningful context; and approximately 10 graduate and undergraduate engineering students were provided with a unique opportunity to convey STEM concepts to K-12 teachers and students. Several new manipulative kits and associated lesson plans have been made available for K-12 science teachers. Two novel web-based tools for teaching STEM concepts (HEV Interactive Game) and for facilitating interactions among universities and K-12 schools (Question of the Week) have been developed and tangible links have been established between Penn State and central-PA school districts, in keeping with Penn State's goal to ". . .create new partnerships with K-12 education and make the concept of lifelong learning a reality." [Kellogg Commission, 2000] This project is receiving partial support from the Directorate for Engineering. Title: Track 2, GK-12: Graduate Research and Education in Advanced Transportation Technology (GREATT) Institution: Pennsylvania State University PI/Co-PI: Daniel Haworth (PI), Leanne Avery, Thomas Dana, Michael Lanagan and Paul Sokol (co-PIs) Partner School Districts: Bellefonte Area, State College Area, Steelton-Highspire, Susquehanna Township (all in Central PA) Number of Fellows per Year: 12 graduate students, 3 undergraduate students Target Audience: Late middle school and high school Setting: Primarily rural; also suburban/urban districts NSF Supported Disciplines: Engineering and physical sciences GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Haworth, Daniel Paul Sokol Thomas Dana Michael Lanagan Leanne Avery Pennsylvania State Univ University Park PA Sonia Ortega Continuing grant 2146642 7179 1360 SMET 9179 7179 0000099 Other Applications NEC 0338247 January 1, 2004 Track 2 GK-12: Collaborative to Advance Teaching, Technology and Science in (CATTS). PROJECT SUMMARY Title: Track 2 GK-12: Collaborative to Advance Teaching, Technology and Science in (CATTS) Institution: The University of Arizona; PI/co-PIs: S. Seraphin, M. Hall-Wallace, J. Knight, S. Pompea, J. Watkins Max. Number of Fellows/year: 9 graduate on grant; 9 undergraduate on funds from partners; 15 through Certificate in College Teaching Program Teachers/year: 10, yrs 1-3; 4, yrs 4-5 School District Partners: Tucson Unified, Amphitheater, Sunnyside, and Flowing Wells Target Audience: all grades K-12 Setting: Urban school districts having 56% - 100% minority enrollment NSF supported disciplines involved: all STEM disciplines Intellectual Merit: This project develops new methods and models of graduate education with an emphasis on teaching and outreach and will provide data concerning how teacher-scientist partnerships develop, evolve, and impact teaching and learning. The project creates: (1) opportunities for teachers to work with fellows outside the classroom on team building and professional development; (2) a culture at the university that supports and promotes education and outreach training; and (3) program sustainability by weaving CATTS into the institutional fabric of the university and partner school districts. Activities and policies implemented to develop strong partnerships between the GK-12 Fellows and teachers, the cornerstone of the initial GK-12 program, are based on an analysis of the following sources from the current project: journal writings, surveys, interviews and classroom observations of Fellows and teachers. This Track 2 project includes a new partner, a program recently inaugurated at the university, the Certificate in College Teaching, and adds a new dimension to the current evaluation efforts, examination of the impact of CATTS on the attitudes and activities of university faculty, with an emphasis on the Research Advisors of the Fellows. The new certificate program provides university students with the opportunity to develop their college level teaching, mentoring and outreach skills and will provide institutional support for maintenance of CATTS. The research focus on faculty reflects lessons learned from the first four years experience; a key to the process of establishing the value of outreach in a research-oriented university is to involve, as much as possible, the wide spectrum of STEM faculty who work with the Fellows. Broader Impacts: The project broadens participation of underrepresented groups, both in the schools served and the Fellows recruited. Partner schools serve an ethnically (from 56-100% minority) and economically (from 56-80% receiving free or reduced lunches) diverse group of students, including a Native American charter school. Over 20% of the Fellows classify themselves as belonging to racial or ethnic minorities; while only 1-4% of the STEM students at the university are so classified. Outcomes from Track 1: There have been benefits for Fellows, teachers and university personnel. All-former Fellows indicate they plan to continue their collaborations with schools in their professional careers, and many are already doing so. Of those who have graduated, two have taken academic jobs in science departments that include responsibilities for teacher preparation and both cite their experience in CATTS as critical for gaining the job. More than 80% of the 90 teachers participating in CATTS report increases in their use of inquiry and the amount of science they teach in their classroom. Informal and formal follow-up indicates they are doing so. The new curriculum and teaching techniques adapted educational materials created through as many as twelve different NSF projects at the University of Arizona. The project provided the infrastructure needed to involve a select group of faculty in outreach for the first time (approximately 30% of the faculty sponsors) and changed the attitudes of a number of research- INTERNATIONAL PLAN & WORKSHOPS GRAD TEACHING FELLOWS IN K-12 DGE EHR Knight, James Joseph Watkins Supapan Seraphin Stephen Pompea University of Arizona AZ Sonia Ortega Continuing grant 2112283 7299 7179 SMET 9179 7179 0000099 Other Applications NEC 0338255 February 1, 2004 Track 2, GK-12: Northeastern University GK-12 PLUS: Partners Learning in Urban Settings. PROJECT SUMMARY Title of Project: Northeastern University GK-12-PLUS: Partners Learning in Urban Settings Institution: Northeastern University, Boston, MA PI/CoPI: David Blackman, PI, Director, Institute for STEM (Science, Technology, Engineering & Mathematics), Education; Jean Krasnow, Co-PI, Visiting Associate Professor, Education. Number of Fellows per year (graduate): 12 School District Partners: Boston Charter Schools: City on a Hill, Boston Renaissance, Health Careers Academy; Boston Public Schools: Boston Latin Academy, Fenway High School, John D. O'Bryant H.S., Quincy Upper School Target audience of the project (K-12 band): middle and high school, grades 7-12 Setting: urban Disciplines involved: Mathematics, Geology, Physics, Chemistry, and Biology Narrative Summary: The NU GK-12-PLUS project will continue the Fellows program at Northeastern, incorporate lessons learned from the first round, share the knowledge gained from the program with the faculty concerned with improving graduate and undergraduate education, and institutionalize the program within the University. We will follow the participants over time to assess the impact of the work in order to fmd out how students best acquire facts, content and skills in a variety of learning situations. Innovative aspects of the program include ( 1) maintaining a close working relationship with the Principals and Headmasters of the Boston partner schools who will be Instrumental in matching Fellows with teachers, monitoring the program in their schools, and lobbying for a strong University-public school relationship and institutionalization of the program; (2) an outcomes-based approach, with curriculum and teaching materials produced each year and made available to others; and (3) an evaluation model that will document longitudinally the activities of the Fellows and their cooperating teachers, and track the achievement of students in STEM in the partner schools. Intellectual merit criteria: This project engages the University and 7 urban schools in the question of how best to prepare students for future careers in math and science. The models developed and the results of our assessments over time will be made available to partner schools, to our departments of arts and sciences, and to the programs in our School of Education for preparation of mathematics and science teachers and integration of GK -12 activities into graduate education. Broader implications criteria: The project will benefit all partners: Fellows will gain practical experience in the classroom; teachers will become better STEM educators and help introduce and strengthen STEM curriculum in their schools; the K-12 students will benefit from enhanced STEM instruction which should lead to higher scores on exams, better preparation for higher education, and eventual entrance into the technology- oriented workplace. Our model can be replicated by other universities partnering with urban schools, particularly in those with high proportions of underrepresented minority students. GRAD TEACHING FELLOWS IN K-12 WORKFORCE DGE EHR Gilbert, Thomas Claire Duggan Jean Krasnow Northeastern University MA Sonia Ortega Continuing grant 1660001 7179 1713 SMET 9179 7179 0000099 Other Applications NEC 0338261 March 1, 2004 Track 2 GK-12: STEP Up!. Title of Project: STEP Up! Institution: Georgia Institute of Technology PI/Co-PI: Donna C. Llewellyn/Marion C. Usselman Number of Fellows/year: 12 Graduate and 6-12 Undergraduate School District Partners: DeKalb County School System, Fulton County Schools, Marietta City Schools, Rockdale County Public Schools Target Audience: High School Setting: Urban and Suburban NSF Supported Disciplines: Science, Math, Technology, Pre-engineering, Social Sciences Narrative Summary: The Georgia Tech Student and Teacher Enhancement Partnership (STEP) GK-12 program was initiated in 2001 and will be continued through the next five years as the STEP Up! program. STEP Up! partners Georgia Tech graduate and undergraduate students with teams of teachers at six metro-Atlanta high schools per year with three primary goals: To use the unique talents and energies of the Georgia Tech students to help address the pressing needs at the schools; to promote long-term, mutually beneficial, and multi-faceted partnerships at these schools; and to provide the Georgia Tech students with a teaching internship experience that will benefit their professional growth and subsequent career, whether in academia, industry, or education. STEP Up! begins the year with a summer training program during which the Fellows are provided with instruction on pedagogy, classroom management strategies, inquiry learning, and other educational theory and tools, and during which Fellows and teachers jointly create action plans that detail the types of activities that best fit the needs of the school and the talents and professional and personal desires of the Fellows. Intellectual Merit-STEP Up! strives to build successful models of university-school partnerships that can transcend the initial personnel, that can be sustained over time, and that recognize that the needs of each school and the talents of each university student and faculty member are unique. These STEP Up! partnerships are between Georgia Tech, a Research 1 technical institution, and high schools that are mostly overwhelmingly African American. The project aims to form true partnerships where the work is mutually beneficial, therefore there are no preset curricular or content directives from the university. The project evaluation, conducted by members of the faculty in the School of Public Policy as a series of case studies, will map the development, or demise, of the partnering activities, the effectiveness of the Fellow interactions with students and teachers, the effectiveness of the project institutionalization, and the long-term impact of the program on the multiple participants. Broader Impact-STEP Up! addresses workforce development in multiple ways. 1) It provides STEM and social science graduate and undergraduate students Teaching Internship opportunities, with the anticipated outcome of improving their pedagogical, leadership, and communication skills while encouraging a life-long career goal of educational outreach. 2) It provides high school students, from primarily under-represented minority groups, with mentors, role models, content experts, and access to the university. 3) It provides teachers with energetic classroom assistance in whatever realm is most important to that classroom, and a unique connection with the university community and the resources that it can provide. Outcomes from Track 1- The initial project was set up to provide benefits to the graduate students, the partnering high schools and teachers, and the university. Overall, 57% of our graduate fellows have been minority students, far surpassing their percentage among all STEM graduate students at Georgia Tech. This project has provided a mechanism for civic leadership with official sanction. So far, three of the fellows from the first two years have taken jobs as assistant professors, three are in research positions in industry, and one has become a high school mathematics teacher. All have stated their commitment to continuing with K-12 outreach in their professional careers. The project assessment effort has determined positive outcomes for the fellows in the areas of academic content mastery, teaching interests, academic efficiency, professional skills, and presentations and publications. The partnering teachers and administrators have mentioned benefits such as the injection of fresh energy into the classroom, the value of exposure to cutting edge research and the end-purpose of the content, the introduction of educational enrichment opportunities, the access to materials, supplies, equipment, and research experiences at Georgia Tech, the ability of the fellows to transform the students' understanding of science from a bunch of facts to a process, the additional time that the fellows provide for teachers to do other necessary things, and the roles of the fellows as role models, mentors, and cheerleaders. The university has gained in the journey towards institutionalizing two very positive programs: mutually beneficial partnerships with area high schools and teaching internship opportunities for upper level undergraduate and graduate students. EAPSI INTERNATIONAL PLAN & WORKSHOPS GRAD TEACHING FELLOWS IN K-12 DGE EHR Llewellyn, Donna Marion Usselman GA Tech Research Corporation - GA Institute of Technology GA Sonia Ortega Continuing grant 2136570 T245 7316 7299 7179 SMET 9179 7179 5977 5976 5940 5913 0000099 Other Applications NEC 0338262 January 15, 2004 Track 2, GK-12 MUSIC: Math Understanding through Science Integrated with Curriculum. MUSIC (Math Understanding through Science Integrated with Curriculum) is an academic enhancement program designed to build on and refine an existing GK-12 program partnering the Duke University Pratt School of Engineering with four N.C. elementary and middle schools. The intellectual merit of this project lies in its contribution to the inquiry-based instruction knowledge base through comparison of four types of training/models of implementing inquiry-based instruction (contrasting impact of teachers trained in inquiry-based instruction with and without NSF sponsored curriculum kits, and with and without inquiry-trained teaching fellows) on student achievement and teacher competence in inquiry-based instruction. The broader impact of this program includes dissemination of this curriculum through TeachEngineering.com, an NSF-funded searchable national digital library created by a consortium of first-cohort GK-12 recipients. In addition, mappings from the North Carolina Standard Course of Study to the National Standards will enable teachers in other states to use these lesson plans effectively. Results of Prior Project: The initial GK-12 Engineering Teaching Fellows Program placed GK-12 Fellows with teachers in 7 elementary schools in 4 counties and served 1,700 students. Fellows provided assistance and expertise for teachers designing and delivering hands-on activities that teach the science and engineering competencies described in the North Carolina Standard Course of Study; and hosted "Science Nights," Discovery Days," and "Win a Day at Duke" contests. School superintendents, partner school principals, teachers, faculty and the Fellows jointly designed workshops for the Fellows on the delivery of grade appropriate information. Elementary school teachers conducted the workshops. Dr. Ybarra and the Fellows offered teachers monthly sessions, for Duke University Continuing Educational credit, on integrating technology into classrooms. Student impact included an increased confidence in science abilities in classrooms regularly employing Engineering Teaching Fellows, increased student rating of experiencing science as fun, and improved retention of science knowledge as evidenced on classroom tests. This project is receiving partial support from the Directorate for Engineering. Title: Track 2, GK-12 MUSIC: Math Understanding through Science Integrated with Curriculum Institution: Duke University PI/Co-PI: Gary A. Ybarra, Martha Absher, and Michael Gustafson Partner School Districts: Durham County, Orange County and Orange Charter School Number of Fellows per Year: 6 Graduate and 12 Undergraduate Target Audience: K-8 Setting: Inner City Urban and Rural NSF Supported Disciplines: Math, Science, Engineering and Technology GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Ybarra, Gary Martha Absher Michael Gustafson Duke University NC Sonia Ortega Continuing grant 1479744 7179 1360 SMET 9179 7179 0000099 Other Applications NEC 0338277 January 15, 2004 Partnership for Research Opportunities to Benefit Education. Project Title: Partnerships for Research Opportunities to Benefit Education (PROBE) Institution: University of New Hampshire PI/CO-PI: Karen Graham (PI), Barbara Hopkins (Co-PI), Dawn Meredith (Co-PI), Barrett Rock (Co-PI), Charles Warren (Co-PI) Number of Fellows Per Year: 10 graduate students and 4 undergraduates School District Partners: Belmont, Durham/Lee/Madbury, Enfield/New Canaan, Franklin, Goffstown, Milford, Nashua, Portsmouth, Raymond, Rochester, Salem, Somersworth Target Audience: High School, grades 9-12 Setting: Urban, suburban, and rural. NSF supported disciplines involved: Biochemistry, Chemistry, Mathematics, Mechanical Engineering, Natural Resources, Physics, and Plant Biology. The University of New Hampshire in collaboration with twelve school districts in New Hampshire form graduate/undergraduate student Fellows and lead teacher partnership teams that are creating inquiry-based instructional practices in high school mathematics and science teaching. Each team consists of a lead teacher from one of the partnership school districts and a UNH graduate or pair of undergraduate students in science, mathematics, and engineering [STEM]. UNH discipline-based faculty mentors counsel and facilitate the marshalling of resources on behalf of the Fellows and PROBE teams. The PROBE project begins with Fellows and teachers participating in established UNH-based summer inquiry programs designed for pre-college students and teachers. This summer activity culminates in a weeklong summer PROBE institute with a structure based on the National Research Council's Enquiry in the Classroom Continuum. The institute is designed to give the Fellows and lead teachers tools for the analyzing different modes of enquiry that they have experienced in the summer inquiry programs and then articulate through the targeted high school programs. During the academic year each PROBE team works with the lead teacher's partner school to implement instructional habits that nurture inquiry behaviors by teachers and students. This begins with the use of inquiry-based lessons and authentic science and mathematics problem solving experiences and develops to include student-centered research projects as a part of each student's science learning experience. The intellectual merit lies in the development of inclusive curriculum models for inquiry and authentic research in mathematics and science. This is further supported with onsite research on student learning conducted by the graduate student Fellows and teacher-leaders. The broader impact is that as a result of the PROBE project teachers and Fellows can equate instructional changes in teaching practice with student learning. Fellows gain a repertoire of strategies to use in communicating and teaching science.. Teachers and schools have sustained access to strong curriculum programs and resources and develop strong ties to the University community. This project is receiving partial support from the Directorate for Mathematical and Physical Sciences. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Graham, Karen Barrett Rock Dawn Meredith Charles Warren University of New Hampshire NH Marilyn Mimi McClure Continuing grant 1994030 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0338283 February 1, 2004 Track 1, GK-12: Graduate Teaching Fellows in K-12 Optics and Photonics Education. The faculty of the School of Engineering, the College of Arts and Sciences, and the College of Education at the University of New Mexico, in partnership with the Albuquerque Public Schools, are jointly implementing a Track 1 Graduate Teaching Fellows in K-12 Optics and Photonics Education program with the objective of improving math, science and engineering education at the 6-12 level by capitalizing on the unique existing strengths in optical science and engineering education, research and training in New Mexico, emphasizing the interdisciplinary field of modern optics and photonics. The intellectual merit of this program is seen in its response to increasing local needs for qualified technicians, educators, engineers, and scientists in the fields of optics and photonics. In addition the project provides advanced and innovative inquiry-based science and math education for K-12 students, through the integration of specific optics and photonics topics into their studies of science and mathematics. The broader impacts of this program are reflected in the benefits accruing to each of the participants. Specifically, the K-12 students gain increased knowledge of optics and interact with scientists and engineers; the K-12 students and the GK-12 Fellows improve their communications skills; the participating K-12 teachers become better qualified in a variety of STEM topics and have access to more educational resources; schools gain a better-qualified teacher workforce and higher student achievement scores. University benefits include enhanced collaborations among the various colleges involved, recruitment incentives attracting high quality graduate students, and a better prepared freshman population. This project is receiving partial support from the Directorate for Engineering. Title: Track 1, GK-12: Graduate Teaching Fellows in K-12 Optics and Photonics Education Institution: University of New Mexico PI/Co-PI: Charles B. Fleddermann (PI), Elias J. Duryea and M. Elizabeth Everitt (Co-PIs) Partner School Districts: Albuquerque Public Schools Number of Fellows per Year: 10 graduate students Target Audience: K-12 students Setting: Urban NSF Supported Disciplines: Engineering, mathematics, physical sciences, biology and chemistry GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Fleddermann, Charles Elizabeth Everitt Eli Duryea University of New Mexico NM Sonia Ortega Continuing grant 1824991 7179 1360 SMET 9179 7179 0000099 Other Applications NEC 0338310 January 1, 2004 Track 1, GK-12: Fellows Integrate Science/Math in Rural Middle Schools. Project Title: Fellows Integrate Science/Math in Rural Middle Schools Institution: Texas A&M University System Health Science Center, College Station, TX PI/Co-PI: Larry Johnson, (PI); James Kracht; W.R. Klemm; Vincent Cassone; Rajesh Miranda; James Lindner Partner School Districts: Bryan, College Station, Hearne, Iola, Mumford, Navasota, North Zulch, Snook, and Somerville, plus 75 other rural schools in a distant learning community Funding: $1,500,000 (total for 3 years) Number of Fellows/year: 12 graduate and 5 advanced undergraduate Target Audience: Middle school (grades 6-8) Setting: Rural NSF Supported Disciplines Involved: Science, technology, engineering, and mathematics Narrative: This project is designed to: 1) develop and implement a mechanism to enrich graduate education; 2) enhance knowledge and skills of Fellows for educational outreach; 3) heighten Fellows appreciation of the needs and opportunities of rural, geographically-isolated students; and 4) improve teachers' knowledge and understanding in STEM. After an orientation workshop Fellows, in partnership with teachers, serve as role models and stimulate students' interest in STEM by conveying the excitement of research and discovery both in local rural schools and, through distance education web-based resources and regional professional development workshops, in more distant schools. Basically, university faculty and Fellows in combination with middle school teachers are developing and implementing day to day classroom activities in STEM using materials, such as the Peer Integrative Curriculum (http://peer.tamu.edu), already developed by existing federally-funded outreach projects Intellectual Merit: Fellows in specific STEM disciplines are: improving their communication and teaching skills, enhancing their interest in K-12 education, and gaining an increased appreciation of the collaborative opportunities that exist between public and higher education. Teachers are gaining STEM knowledge and skills through professional development workshops and their work with the Fellows. In addition a set of teachers who are normally somewhat isolated from university resources due to their rural setting are discovering the mechanisms available to access university STEM faculty and programs. Middle grade rural public school students are experiencing enriched experiential learning in STEM through the curriculum resources and engaging activities introduced. Broader impacts: Rural schools, because of their isolation, are traditionally underserved by university outreach programs. In addition the schools targeted have a high percentage of under-represented minorities. A detailed study of project outcomes coupled with broad dissemination through presentation at meetings and a web site will inform others of the potential for this project as a model for others. This project is partially supported by funds from the Directorate for Biological Sciences. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Johnson, Larry James Kracht William Klemm Rajesh Miranda James Lindner The Texas A&M University System HSC Research Foundation TX Marilyn Mimi McClure Continuing grant 1590000 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0338312 January 15, 2004 Graduate Teaching Fellows in Middle and High School Education. Under the auspices of the University of Alabama (UA) Center for Advanced Vehicle Technologies, undergraduate and graduate fellows in engineering and mathematics will work in science and mathematics classrooms in middle and high schools in Tuscaloosa city and county. The intellectual merit of this project lies in its responsiveness to three current, critical challenges for improving math and science education. It is simultaneously increasing students' interest in STEM fields; demonstrating the wonder of discovery while improving students' mastery of math and science skills; and acknowledging the professionalism of teachers. The broader impact of this program will be quite high in that through the participating schools, it will reach a significant number of underrepresented middle and high school minority students (approximately 75%). In addition, a large number of the key project leaders are women, including the PI, and will thereby serve as role models to the participating fellows, students, and teachers. This project will also build sustainable alliances between UA, middle and high schools, and the Alabama automotive industry. This project is receiving partial support from the Directorate for Engineering. Title: Track 1, GK-12: Graduate Teaching Fellows in Middle and High School Education Institution: University of Alabama at Tuscaloosa PI/Co-PI: Beth A. Todd, Kenneth C. Midkiff, Sharon E. Nichols, Jill Shearin and Zhijian Wu Partner School Districts: Tuscaloosa City and Tuscaloosa County School Systems Number of Fellows per Year: Year 1: Six graduates and 3 undergraduate fellows Year 2: Eight graduate and four undergraduate fellows Year 3: Ten graduate and five undergraduate fellows Target Audience: Middle and high school students Setting: Suburban NSF Supported Disciplines: Engineering and mathematics GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT DGE EHR Todd, Beth Zhijian Wu Jill Shearin Kenneth Midkiff Sharon Nichols University of Alabama Tuscaloosa AL Sonia Ortega Continuing grant 1615616 7179 1360 SMET 9179 7179 0000099 Other Applications NEC 0338322 August 1, 2004 Track 2: GK-12 Program in Mathematics at the University of Washington. Title: GK-12 Program in Mathematics Fellows: 10-15 Institution: University of Washington NSF discipline: Math PI: Loyce Adams District Partners: Northshore & Seattle Co-PIs: Lillian McDermott, Virginia Warfield Non-profit Partner: University Child Development School (UCDS) Audience: Northshore: 5-9 (Suburban-Rural) Seattle: K-5 (Urban) This project continues and expands the GK-12 Program in Mathematics at the University of Washington by leveraging several existing K-12 outreach programs to help increase the subject-matter understanding of pre-college mathematics teachers and their students while increasing the Fellows' understanding of teaching and learning. Ten to fifteen graduate students are placed in local elementary and junior high school math classrooms. Fellows receive initial preparation in instructional methods of inquiry-based mathematics by McDermott (co-PI) and the Physics Education Group followed by Developing Mathematical Ideas sessions to analyze student thinking directed by Warfield, Co-PI of the Expanding a Community of Mathematics Learners, a local systemic change project. Fellows work with classroom teachers in a weeklong summer math workshop taught by our UCDS partners and returning GK-12 Fellows. They observe the inquiry-method in actual UCDS math classrooms, debrief bi-weekly as a cohort, and receive follow-up mentoring by the faculty. The Track-2 award investigates whether the current GK-12 model is replicable and sustainable. Intellectual Merit: Washington's approach to GK-12 is novel in many ways. They have a dedicated team that includes practicing teachers who provide a teacher-to-teacher mentorship that complements the fellow-to-teacher relationship. This feature also allows for more fellow mentoring in the areas of classroom management and pedagogy. They also provide the fellow an opportunity to see how children develop their mathematical thinking from the elementary to the middle school years by placing them with both elementary and junior high teachers in a learning community. Broader Impact and Example of Outcomes from Prior Projects: Well-prepared fellows that are placed in public school classrooms will be more inclined to understand the issues in math achievement and know how to become productively involved in K-12 after leaving the University. For example, one of their graduating fellows this year has accepted a tenure-track job at a University where he plans to set up a similar outreach program. This project is partially supported by the Directorate for Mathematical and Physical Sciences. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Adams, Loyce Lillian McDermott Virginia Warfield University of Washington WA Sonia Ortega Continuing grant 2228224 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0338324 June 1, 2004 Track 1, GK-12: Computer Science Resources for Memphis Area High Schools. Title of Project: Computer Science Resources for Memphis Area High Schools Institution: The University of Memphis, Memphis, TN PI/Co-PI: Linda Sherrell (PI), Lee McCauley, and Sajjan Shiva Number of Fellows per year: Six graduate Fellows the first year, nine graduate Fellows and one undergraduate Fellow for the second and third years School District Partners: Memphis City Schools and Shelby County Schools Target Audience of the project: Grades 9-12 Setting: Urban, Suburban NSF supported disciplines involved: Computer Science Narrative Summary: This project, which is a partnership between the school districts in the Memphis metropolitan area and the University of Memphis, enhances the curriculum of high school programming courses. Fellows majoring in computer science assist participating teachers by presenting modules that emphasize important skills such as problem-solving, object-oriented design, teamwork, and software development processes. Intellectual Merit: Prior to each academic year, teachers and Fellows attend two summer workshops to receive instruction and to preview the modules for the coming year. Innovative aspects include the use of AgentSheets, a conceptual modeling tool, to teach introductory programming concepts and the use of both the game Mind Rover and Lego Robots to introduce object-oriented programming. Fellows receive additional instruction throughout the year from the PIs and create some of their own lesson plans and examples. The high school students are motivated to learn concepts common to all object-oriented programming languages through activities that are both challenging and fun. Furthermore, students demonstrate their understanding of concepts by participating in a month-long Programming Challenge in which they work in teams to plan, design, implement, test, and document a software project. Students may participate in multiple categories and they receive valuable feedback when they present their work to judges from both academia and local software firms. Broader Impact: The broader impacts of this project are reflected in the benefits to each participant. Fellows are improving their communication skills and are able to teach introductory computer science and software engineering concepts using innovative techniques, thereby better preparing the Fellows for future corporate or academic positions. Participating teachers, most of whom do not have formal training in computer science, are building on their current knowledge base by attending workshops and interacting with Fellows who are computer science majors. High school students associated with the project have a better understanding of the field of computer science, which will help them to make informed decisions about their future careers. The benefits to schools have been twofold: professional development activities for participating teachers and a higher quality program for students enrolled in computer courses. The higher education partners are also benefiting from the project because the project facilitates collaboration between the computer science faculty and secondary teachers. Furthermore, the Fellowships are helping the University of Memphis to offer more assistance to outstanding students interested in computer science. GRAD TEACHING FELLOWS IN K-12 DGE EHR Sherrell, Linda Sajjan Shiva Thomas McCauley University of Memphis TN Sonia Ortega Continuing grant 1659778 7179 SMET 9179 7179 0000099 Other Applications NEC 0338326 January 1, 2004 Track 2, GK-12: Inspiring and Building Tomorrow's Workforce: A Grades 3-12 Engineering Continuum. This Track 2, GK-12 project builds upon existing relationships and infrastructure developed in the previous GK-12 project with two school districts serving diverse students traditionally underrepresented in engineering and the College of Engineering and Applied Science. The Broader Impact of the project is very high. Fellows, in partnership with cooperating teachers, are improving STEM literacy in high-needs schools through a grades 3-12 pre-engineering program and are learning to be effective service learning mentors for undergraduate students engaged in K-12 classrooms. Students are from seven high needs, suburban and urban schools, with large minority enrollments. Part of the Intellectual Merit of the proposal is that the Fellows will use engineering as a vehicle to integrate math and science learning by K-12 students in the seven participating schools. The Fellows will become "engineering ambassadors," who deliver a hands-on engineering curriculum that addresses state educational STEM standards and serve as role models for grades 3-12 students to link the study of math and science to future careers in engineering and technology. This project is receiving partial support from the Directorate for Engineering. Title: Track 2, GK-12: Inspiring and Building Tomorrow's Workforce: A Grades 3-12 Engineering Continuum Institution: University of Colorado at Boulder PI/Co-PI: Jacquelyn Sullivan, Lawrence Carlson and Malinda Schaefer Partner School Districts: Boulder Valley School District (BVSD), Denver Public Schools (DPS) Number of Fellows per Year: 8 graduate students, 2-6 undergraduate engineering students Target Audience: Grades 3-12 Setting: Suburban and Urban NSF Supported Disciplines: Earth, life, general and physical sciences; engineering; mathematics GRAD TEACHING FELLOWS IN K-12 HUMAN RESOURCES DEVELOPMENT ENGINEERING EDUCATION DGE EHR Sullivan, Jacquelyn Lawrence Carlson Malinda Zarske University of Colorado at Boulder CO Sonia Ortega Continuing grant 2153785 7179 1360 1340 SMET 9179 7179 121E 0000099 Other Applications NEC 0338328 January 1, 2004 Scientists, Kids, and Teachers (SKIT): A GK-12 Partnership with the Chicago Public Schools. Title of Project: Scientists, Kids, and Teachers (SKIT): A GK-12 Partnership with the Chicago Public Schools Institution: University of Illinois at Chicago PI: Donald Wink. Co-PIs: Maria Varelas, Tom Moher, Stacy Wenzel, Jeff Lewis Number of Fellows per year (graduate vs. undergraduate): 10 graduate, 1 undergraduate School District Partner: Chicago Public Schools Target audience of the project (K-12 grade-band): K-12 Setting: Urban NSF supported disciplines involved: Chemistry, Biology, Computer Science, Earth and Environmental Sciences Previous Project: The SKIT project evolved out of our Track I project, UIC Graduate Fellows in K-12 Education (NSF DUE-9979537). The prior project was organized around four different interventions in schools in Chicago and two nearby suburbs. Findings show Fellows influenced K-12 education through multiple roles, including that of teacher, curriculum developer, professional developer, student mentor, educational researcher, university representative, and resource gatherer. Teachers reported Fellows helped them plan in advance for lessons and labs; offer one-to-one attention to more students; address topics in deeper and more engaging ways; and offer more hands-on experiences, along with alternative explanations. As Fellows contributed to changes in urban K-12 classrooms, they also gained valuable understandings about the complexities of teaching, learning, and assessing STEM knowledge in diverse settings. Current Plans: The new SKIT project focuses on and supports the new (2003) Chicago Math and Science Initiative (CMSI) of the Chicago Public Schools (CPS). CMSI includes focused staff development, instructional support for teachers through a cadre of mathematics and science support personnel, increase in instructional time, adoption of standards-based curricula, standardization of assessments, and capital improvements. SKIT Fellows work in three different areas within the CMSI structure: K-8 mathematics and K-8 science, for which CMSI has identified particular curricula that schools may implement; and high school science and mathematics, where Fellows work in department-wide projects and district-wide networks. All Fellows attend CPS professional development activities and assist classroom teachers and specialists in delivery of instruction, assessment of student work, design of classroom-based research, and enhancement and development of curriculum. At UIC, Fellows attend GK-12 summer workshops and academic-year courses to gain an understanding of teaching and learning in urban school settings and to share their CPS experiences. The project's intellectual merit centers on facilitating change through Fellows' participation in several overlapping learning communities. The anticipated broader impact is to support and sustain reformed STEM education in the nation's third largest school system, and allow CPS to benefit much more directly from STEM expertise at UIC as UIC also learns from CPS. The project plan includes a phased transition from an NSF-supported program infrastructure to a sustainable UIC/CPS infrastructure over the course of the grant. Project evaluation is organized around a set of 11 specific objectives addressing impact on Fellows, teachers, students, as well as institutional impact on UIC and CPS. Evaluation is based on a broad set of quantitative and qualitative data obtained through participant activity logs and journals, student performance in various assessments, questionnaires, and interviews. Evaluation guides ongoing program development and assess its effectiveness with respect to both particular project objectives and the transition to a self-sustaining program. This project is partially supported by funds from the Directorate for Mathematical and Physical Sciences. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Wink, Donald Thomas Moher Maria Varelas Stacy Wenzel Jeff Lewis University of Illinois at Chicago IL Sonia Ortega Continuing grant 2027287 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0338329 March 1, 2004 Track 2, GK12: Technology Integration Partnerships: Bringing Emerging STEM Research into Grades 5-12 enabled by New Technologies. Title of Project: Track 2, GK12: Technology Integration Partnerships: Bringing Emerging STEM Research into Grades 5-12 enabled by New Technologies Institution: Columbia University PI/Co-PI: Jack McGourty/Susan Lowes/Elizabeth Sklar Number of Fellows/year: 6 Graduate and 6-9 Undergraduate School District Partners: Manhattan High School Superintendency, Bronx School District Target Audience: Grades 5-12 Setting: Urban NSF Supported Disciplines: All STEM disciplines Narrative Summary: An integral objective of this Track 2 project is advancing understanding of how to best integrate instructional technologies into the classroom. Teams of Fellows, Faculty, and K-12 teachers are investigating how to best integrate instructional technologies in support of standards based STEM topics within classroom imposed time, space and resource limitations. Using applied research techniques, all partnerships investigate, test, and evaluate how these technologies improve teaching and enhance student motivation and learning. Intellectual Merit: The Technology Integration Partnership (YIP) project has four major goals: (1) to increase the access to, and the integration of, new technologies into the curriculum of STEM teachers who are working in urban environments; (2) to deepen the science, math and engineering content knowledge of these teachers; (3) to bring the excitement of emerging STEM research to 5th-12th grade students, offering them a window into future academic and career paths; and (4) to interest and excite STEM graduate students about education, giving them unique opportunities to improve their teaching and communication skills. Fellow and Teacher partners are expanding knowledge concerning best practices concerning technology in the classroom by developing the three technologies (probeware, robotics, and simulations) applied in the Track 1 project and by introducing three additional technologies (engineering design applications, remote lab experimentation, and educational games). Broader Impact: The project's outcomes will provide a model of how engineering and applied science faculty and students can partner with urban school districts to support the integration of technology into the classroom in the service of standard-based curriculum on emerging STEM topics. All best practices and technology-enabled lessons will be disseminated through the project's established web site and lesson plans database (http://tip.columbia.edu). Outcomes from Track 1: Eight Fellows and over 30 K-12 teachers have collaborated over the three-year period. The Fellow-teacher partnerships have clearly benefited both Fellows and teachers. Each Fellow and cooperating teacher developed between two and four curriculum units that use technology to address difficult-to-teach topics in the standard curriculum for that grade level, tested them in the classroom and revised them for posting on the website. Pre- and post assessments developed by Fellows-Teachers College faculty teams have demonstrated significant K-12 student learning of abstract math and science concepts as a result of using these new technologies in comparison with more traditional methods of instruction. Teachers report that Fellows have enriched the curriculum with their knowledge of the subject areas being taught, from global warming to bridge building to mechanical engineering to computer programming, in a way that would not have been possible without their expertise. They have been able to introduce topics and technologies that they would not otherwise have had the time or the confidence to try in their classrooms; and have gained access to badly needed resources, including hardware, technology expertise and content knowledge. Fellows' teaching skills have improved dramatically, as has their ability to explain the importance of their research to a non-specialist audience. Several undergraduates and one Fellow have embarked on a career path toward teaching in urban K-12 schools. This project is receiving partial support from the Directorate for Computer and Information Science and Engineering. GRAD TEACHING FELLOWS IN K-12 WORKFORCE DGE EHR McGourty, Jack Evelyn Roman-Lazen Columbia University NY Sonia Ortega Continuing grant 1774219 7179 1713 SMET 9179 7179 0000099 Other Applications NEC 0338340 July 1, 2004 GK-12 Project WEST (Water, the Environment, Science and Teaching). Title: GK-12 Project WEST (Water, the Environment, Science and Teaching) Institution: University of Utah P.I.: David S. Chapman, Department of Geology and Geophysics Number of Fellows: 11 graduate fellows; 3 undergraduate fellows School District Partners: Salt Lake City School District first year Target Audience: Grades 4, 8, and 9 Setting: Urban with rural outreach NSF disciplines: Geosciences Track: Track 1 GK-12 Project WEST (Water, the Environment, Science, and Teaching) links the University of Utah, the Utah Museum of Natural History, and the Salt Lake City school district in enhancing inquiry based science teaching in grades 4, 8, and 9 and the interdisciplinary training of university graduate and undergraduate students in the geosciences. The unifying theme of WEST (water and the environment) is significant is the west because of its obvious importance for human survival and livelihood in this arid region. National standards and Utah standards for teaching science in this grade range focus on this theme. Every school and university student and every resident in the State of Utah is impacted by the local hydrological cycle: our mountain ranges receive ten times the precipitation of valley floors, water runs off in streams or percolates into the ground supporting the many ecosystems found between 12,000 ft and 3,000 ft elevation, water provides for both agriculture and urban consumption, and flows ultimately to the unique ecosystem of the Great Salt Lake. Water affects recreation, the economy, and settlement. By gaining an enhanced understanding of the role of water in the environment, particularly in this time of severe drought, students will contemplate their place in nature. Seven specific activities are designed to accomplish WEST and GK-12 goals: (1) teacher-fellow workshops, (2) a graduate fellow interdisciplinary research project/seminar, (3) a graduate fellow teaching/learning seminar, (4) classroom teaching activities and preparation of teaching resources, (5) K-12 student field trips, (6) development of a WEST web site, and (7) an annual WEST retreat that will link research discovery with effective teaching practice. Project WEST facilitates integrative and inquiry based learning among elementary, middle, and high school students within a framework of core curriculum requirements and state standards. It provides professional development tools to K-12 teachers in the form of materials, observatories, workshops, and field trips that promote more effective science teaching. The multidisciplinary nature of WEST (geology, geophysics, meteorology, ecology) provides intellectual stimulation and enhanced learning opportunities for graduate students and undergraduates selected as GK-12 Fellows. The NSF intellectual merit of this project is found within the conceptual theme and activities 2,3, and 7 above. The broader impacts include the diversity of the schools participating in WEST. Evaluation of the project at every stage ensures that best practices are discovered and followed. This project is partially supported by funds from the Directorate for Geological Sciences. GRAD TEACHING FELLOWS IN K-12 EDUCATION/HUMAN RESOURCES,OCE DGE EHR Chapman, David University of Utah UT Sonia Ortega Continuing grant 1823884 7179 1690 SMET 9179 7179 0000099 Other Applications NEC 0338341 July 1, 2004 Missouri Science Teaching and Education Partnerships (MO-STEP). Title of Project: Missouri Science Teaching and Education Partnerships (MO-STEP) (Track1). Institution: University of Missouri-St. Louis. PI and Co-PIs: Patricia Parker (PI), Charles Granger, Bette Loiselle, Patrick Osborne. Number of fellows per year: Ten graduate fellows, five undergraduate fellows. School District Partners: Florissant-Ferguson, Normandy, Maplewood-Richmond Heights, Pattonville, Wellston. Target audience of the project: Grades 9-12. Setting: Urban. NSF supported disciplines involved: Biology, Science Education Background: The Missouri Science Teaching and Education Partnerships (MO-STEP) combines the academic strengths of the Department of Biology, the International Center for Tropical Ecology and the pedagogical background of the Science Education Program at UM-St. Louis in a tightly-coupled collaboration with five urban high schools located near the University and with conservation-focused organizations within St. Louis. Intellectual merit: The intellectual merit of MO-STEP lies in provision of current information and practical, cutting-edge applications that link ecology, conservation biology and molecular genetics. Through close ties with the Missouri Botanical Garden, Saint Louis Zoo, Forest Park Forever and the St. Louis Aquacenter, MO-STEP facilitates opportunities for field trips and summer internships that provide hands-on experience in systematics, ecology and biodiversity conservation. MO-STEP is grounded in two concepts: (1) good teaching requires a sound discipline knowledge base and (2) good teaching strategies are critical to teaching and learning. Broader impacts: MO-STEP facilitates the professional development of a collaborative team of university and high school faculty working to improve science education at grades 9 though 16. Three historic barriers to school-university partnerships are (1) unwillingness of high school faculty to seek information from university faculty; (2) university faculty's lack of understanding of the needs of high school science teachers; and (3) low prestige of science education as career choice in science graduate programs. MO-STEP replaces this culture with close professional associations that encourage long-term partnerships. Strong support of high school science instruction encourages high school faculty to continue the collaborative relationship while expanding graduate career opportunities. The Biology Graduate Program at the University of Missouri-St. Louis has successfully recruited students from diverse cultural backgrounds and the program is well positioned to increase participation of under-represented groups. The schools targeted for participation include a high percentage of students from groups currently underrepresented in STEM fields This project is receiving partial support from the Directorate for Biological Sciences. GRAD TEACHING FELLOWS IN K-12 GRAD TEACHING FELLOW IN K-12ED DGE EHR Parker, Patricia Charles Granger Patrick Osborne University of Missouri-Saint Louis MO Sonia Ortega Continuing grant 1666972 7179 1731 SMET 9179 7179 0000099 Other Applications NEC 0338354 June 15, 2004 Catalysts for Reform: a university - schools partnership in northwest Washington. Title: Catalysts for Reform: a university.schools partnership in northwest Washington Institution: Western Washington University PI: Dr. Scott Linneman (WWU Geology and Science Education) Co-PI: Ms. Sandra Austin (Nooksack Valley School District); Ms. Susan Bergman (Mount Vernon School District); Dr. Alejandro Acevedo-Gutierrez (WWU Biology and Science Education); Dr. Gisele Muller-Parker (WWU Biology) Number of Fellows/year: 9 Graduate and 4 Advanced Undergraduate School District Partners: Bellingham School District, Lummi Tribal School, Mount Vernon School District, Nooksack Valley School District Target Grade Band: Middle School (Grades 7 and 8) Setting: Rural NSF Supported Disciplines Involved: Biology, Chemistry, Geology, and Physics Narrative Summary: Catalysts for Reform will partner nine science graduate students, four advanced undergraduates, and eight science faculty from Western Washington University with 25 middle school science teachers from four neighboring school districts to improve learning in middle school science among diverse student populations. Intellectual Merit: Catalysts for Reform will explore how to best use masters-level graduate students and advanced undergraduates from biology, chemistry, geology, and physics/astronomy departments to achieve improved middle school science teaching and learning through support of systemic reform. The thinking to Learn. Institute model will be evaluated as a means to provide university disciplinary students with research-based teaching strategies through careful research protocols. The impact of the institutes and workshops on pedagogical content knowledge on teacher knowledge and practice, curriculum selection and implementation, and ultimately on middle school student science performance will also be studied. Broader Impacts: The project will provide a national example of how graduate and advanced undergraduate students from multiple disciplines in a master.s degree granting regional university can acquire and apply research-based teaching strategies. Participants will have a systemic impact resulting in improved middle school student science learning and teacher content and pedagogical knowledge and practice in schools with high populations of Native American and Hispanic children. As a result of involvement of science faculty, the project will have a sustainable impact on undergraduate and graduate science teaching and learning. The Thinking to Learn. Institute, which will be embedded into the graduate science curriculum, is an innovative and replicable model for all higher education institutions. This project is receiving partial support from funds from the Directorate of Geosciences. GRAD TEACHING FELLOWS IN K-12 EDUCATION/HUMAN RESOURCES,OCE DGE EHR Linneman, Scott Alejandro Acevedo Western Washington University WA Sonia Ortega Continuing grant 1908627 7179 1690 SMET 9179 7179 0000099 Other Applications NEC 0338357 July 1, 2004 The Collaborative Classroom-Based Inquiry and Fellows Program. Title of Project: The Collaborative Classroom-based Inquiry Project Institution: University of California, Davis PI/Co-PI: PI: Evelyn Silvia; Co-PI: Wendell Potter Number of fellows per year: 7 graduate; 7 undergraduate School District Partners: Dixon; Folsom-Cordova; Natomas; Vacaville Unified Target audience of the project: K-12 Setting: 1 Rural; 3 Suburban NSF supported disciplines involved: Chemistry, Earth Sciences, Geology, Life Sciences, Mathematics, and Physics Narrative Summary: The Collaborative Classroom Based Inquiry (CCBI) project connects University of California-Davis (UCD) graduate and undergraduate students with K-12 grade mathematics and science teachers who are conducting classroom-based inquiry. The fellows deepen their understanding of the issues of teaching and learning by working side-by-side with expert teachers who research their own pedagogy.. The subject matter expertise of the fellows contributes to the teacher-researchers' work by adding a different lens to their analysis of student learning. The K-12 grade students benefit from the collaboration as they receive research-based instruction, informed by systematic data collection on student learning as well as the latest results of research in the disciplines of mathematics and science. Fellows and teachers work together in the summer to explore teacher-research techniques, the State Standards in their subject matter area, and curriculum design. During the school year they collect data in the K-12 classrooms about what K-12 students know and understand in specific mathematics or science content areas and design curriculum that reflect that data. Fellows apprentice with the mentor teacher-researcher taking up various instructional tasks such as facilitating group work or class discussions, presenting class demonstrations, teaching specially designed curriculum units using large group guided-inquiry techniques, and leading the students in lab work. Evaluation of the project includes analysis of student learning, case studies of teacher-research groups as well as surveys of all participants on beliefs about the nature of science and mathematics as well as perceptions of sound pedagogical practices. The intellectual merits of this project include, for the Fellows, opportunities to experience an inquiry stance toward their teaching so that they strive to constantly improve their practice by focusing on student learning; K-12 teacher-researchers gain a deeper understanding of science or mathematics content areas; and the K-12 students gain an enriched understanding of mathematics and science. Through their research on the project, UCD faculty better understand how teacher-research contributes to teachers' learning and in particular how a subject matter focus enhances the teacher-research process. The program has broad implications. The research-based curriculum will reach approximately 3000 K- 12 students with whom participating teacher -researchers work. The Fellows' pedagogical knowledge and orientation to attend to student learning will impact the university students they will eventually teach. Findings from the teacher-research project will be shared with other teachers at conferences and through the CCBI website and the curriculum developed will be made available through the CCBI website. This project is partially supported by funds from the Directorate for Mathematical and Physical Sciences. GRAD TEACHING FELLOWS IN K-12 OFFICE OF MULTIDISCIPLINARY AC DGE EHR Passmore, Cynthia Wendell Potter University of California-Davis CA Sonia Ortega Continuing grant 1568390 7179 1253 SMET 9179 7179 0000099 Other Applications NEC 0343113 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Alabama at Birmingham AL Gisele T. Muller-Parker Fellowship 338187 7172 SMET 9179 7172 0000099 Other Applications NEC 0343115 September 1, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of South Carolina at Columbia SC Gisele T. Muller-Parker Fellowship 559500 7172 SMET 9179 0000099 Other Applications NEC 0343118 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None SUNY at Buffalo NY William J. Hahn Fellowship 159500 7172 SMET 9179 0000099 Other Applications NEC 0343119 August 1, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None SUNY College of Environmental Science and Forestry NY William J. Hahn Fellowship 241500 7172 SMET 9179 7172 0000099 Other Applications NEC 0343352 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None CUNY Graduate School University Center NY Gisele T. Muller-Parker Fellowship 528500 7172 SMET 9179 7172 0000099 Other Applications NEC 0343353 September 15, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None Clark University MA Gisele T. Muller-Parker Fellowship 578250 7172 SMET 9179 9178 7172 0000099 Other Applications NEC 0343356 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Cold Spring Harbor Laboratory NY William J. Hahn Fellowship 281000 7172 SMET 9179 0000099 Other Applications NEC 0343357 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Colorado at Denver CO William J. Hahn Fellowship 120000 7172 SMET 9179 0000099 Other Applications NEC 0343358 September 1, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS OFFICE OF MULTIDISCIPLINARY AC DGE EHR Guceri, Selcuk Drexel University PA Gisele T. Muller-Parker Fellowship 1921750 7172 1253 SMET 9179 0000099 Other Applications NEC 0343359 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None California State University, East Bay CA William J. Hahn Fellowship 125873 7172 SMET 9179 0000099 Other Applications NEC 0343361 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None Medical College of Georgia Research Institute Inc GA William J. Hahn Fellowship 119000 7172 SMET 9179 0000099 Other Applications NEC 0343363 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Illinois at Chicago IL William J. Hahn Fellowship 158000 7172 SMET 9179 0000099 Other Applications NEC 0343365 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Kansas Main Campus KS Eric J. Sheppard Fellowship 0 7172 SMET 9179 0000099 Other Applications NEC 0343371 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Louisville Research Foundation Inc KY Gisele T. Muller-Parker Fellowship 56500 7172 SMET 9179 0000099 Other Applications NEC 0343372 September 1, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None Loyola University of Chicago IL Gisele T. Muller-Parker Fellowship 159500 7172 SMET 9179 7172 0000099 Other Applications NEC 0343375 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Maine ME William J. Hahn Fellowship 371705 7172 SMET 9179 9178 0000099 Other Applications NEC 0343376 September 15, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Missouri-Columbia MO William J. Hahn Fellowship 321500 7172 SMET 9179 7179 0000099 Other Applications NEC 0343377 August 15, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None Missouri University of Science and Technology MO Gisele T. Muller-Parker Fellowship 85500 7172 SMET 9179 0000099 Other Applications NEC 0343378 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Nevada Reno NV William J. Hahn Fellowship 159500 7172 SMET 9179 0000099 Other Applications NEC 0343379 September 1, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None New Mexico Institute of Mining and Technology NM Gisele T. Muller-Parker Fellowship 200000 7172 SMET 9179 7172 0000099 Other Applications NEC 0343380 September 1, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None Oregon Health and Science University OR William J. Hahn Fellowship 396472 7172 SMET 9179 0000099 Other Applications NEC 0343382 August 1, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Rochester NY William J. Hahn Fellowship 240500 7172 SMET 9179 0000099 Other Applications NEC 0343383 September 15, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR Waterman, Harvey Rutgers University New Brunswick NJ Gisele T. Muller-Parker Fellowship 1402500 7172 SMET 9179 9178 7172 0000099 Other Applications NEC 0343388 September 1, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Southern California CA Gisele T. Muller-Parker Fellowship 929000 7172 SMET 9179 7172 0000099 Other Applications NEC 0343389 September 1, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None University of Southern Mississippi MS William J. Hahn Fellowship 78500 7172 SMET 9179 0000099 Other Applications NEC 0343393 September 1, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None Wake Forest University NC William J. Hahn Fellowship 78500 7172 SMET 9179 0000099 Other Applications NEC 0343394 August 1, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None College of William and Mary VA Gisele T. Muller-Parker Fellowship 203500 7172 SMET 9179 0000099 Other Applications NEC 0343396 September 1, 2003 Graduate Research Fellowships Program. GRADUATE FELLOWSHIPS DGE EHR None, None Woods Hole Oceanographic Institution MA Eric J. Sheppard Fellowship 0 7172 SMET 9179 0000099 Other Applications NEC 0343397 September 1, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Adenle, Omolabake Adenle, Omolabake A none Gisele T. Muller-Parker Fellowship 120000 7172 SMET 9179 0000099 Other Applications NEC 0343398 September 1, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Battles, Zachary Battles, Zachary J none Gisele T. Muller-Parker Fellowship 117564 7172 SMET 9179 0000099 Other Applications NEC 0343399 September 1, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Giansiracusa, Jeffrey Giansiracusa, Jeffrey H none Gisele T. Muller-Parker Fellowship 117359 7172 SMET 9179 0000099 Other Applications NEC 0343401 August 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Wilson, Elana Wilson, Elana T none Gisele T. Muller-Parker Fellowship 120000 7172 SMET 9179 0000099 Other Applications NEC 0346793 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Texas Medical Branch at Galveston TX William J. Hahn Fellowship 200000 7172 SMET 9179 0000099 Other Applications NEC 0352233 September 15, 2003 GRADUATE RESEARCH FELLOWSHIP. GRADUATE FELLOWSHIPS DGE EHR WOOD, MELANIE WOOD, MELANIE E VA Gisele T. Muller-Parker Fellowship 28500 7172 SMET 9179 0000099 Other Applications NEC 0352380 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Vermont & State Agricultural College VT Gisele T. Muller-Parker Fellowship 87000 7172 SMET 9179 0000099 Other Applications NEC 0352462 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Shackelton, Laura Shackelton, Laura A none Gisele T. Muller-Parker Fellowship 11500 7172 SMET 9179 0000099 Other Applications NEC 0352591 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Longrich, Nicholas Longrich, Nicholas R none Gisele T. Muller-Parker Fellowship 38000 7172 SMET 9179 0000099 Other Applications NEC 0352592 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Aifantis, Katerina Aifantis, Katerina E none Gisele T. Muller-Parker Fellowship 118791 7172 SMET 9179 0000099 Other Applications NEC 0352593 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Terry, Mason Terry, Mason L none Gisele T. Muller-Parker Fellowship 60717 7172 SMET 9179 0000099 Other Applications NEC 0352764 October 1, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR None, None University of Kansas Center for Research Inc KS William J. Hahn Fellowship 576000 7172 SMET 9179 0000099 Other Applications NEC 0352765 September 15, 2003 GRADUATE RESEARCH FELLOWSHIPS. GRADUATE FELLOWSHIPS DGE EHR Schmidtke, Johanna Schmidtke, Johanna P none Gisele T. Muller-Parker Fellowship 113436 7172 SMET 9179 0000099 Other Applications NEC 0352945 April 1, 2004 Forces and Forms of Change in Doctoral Education Internationally. All nations share a concern about how to best prepare the next generation of leaders who will be able to confront a complex set of social, political, technical, and health issues within a global setting. There are many issues associated with globalization and doctoral education such as the ways in which technology enables a new level of international research and policy networks, the renewed interest in and commitment to understanding the changing labor market for highly educated professionals, and the production of PhD recipients as they represent the leading labor force for knowledge-based economies. Taken together these issues create a powerful motivation to share information about how to educate these new leaders. To facilitate the understanding of forces and forms that shape doctoral education worldwide and interpret the emerging trends, the Center for Innovation and Research in Graduate Education proposes to bring together no more than thirty key players (policy makers, graduate education researchers, university administrators, industry representatives, and funders)