0000716 June 15, 2000 National Conference: Students as Technology Leaders. TERC, Mass Networks Education Partnership, and Massachusetts Department of Education Youth Tech Entrepreneurs are hosting a first annual "Students as Technology Leaders" national conference in October 2000. The goal of the conference is to promote national awareness and sharing of diverse models and best practices for information technology (IT) teaching and learning. The weekend format includes keynote speakers from industry, panel discussions, industry exhibits, and the showcasing of exemplary IT programs. The project's goal is to identify and encourage national awareness and to accelerate the implementation of exemplary IT student leadership and service learning models that meet the following needs: engaging and motivating students, providing school technical support, promoting civic good, and ensuring the development of the IT workforce. Applications to attend the conference are being solicited from exemplary community college and high school IT programs throughout the nation. From these applications, a database of IT programs that can provide models and resources for others is being developed, and a diverse and gender-balanced group of 15 high school and 10 community college teams are being selected to showcase their programs at the conference. Outcomes include developing a database of exemplary IT program nominees and applicants, highlighting invited programs for national attention, and recognizing and inspiring approximately 250 students and teachers. Post-conference deliverables include published and videotaped proceedings, a compilation of best practices, and IT program start-up and public relations kits. NSF funds are being matched by support from IT companies. ADVANCED TECH EDUCATION PROG DUE EHR Pulis, Lee Patricia Ward TERC Inc MA R. Corby Hovis Standard Grant 60000 7412 SMET 9178 1032 0000099 Other Applications NEC 0001454 June 1, 2000 A Workshop Focused on the Use of Case Studies in Engineering Education. Engineering - Mechanical (56) This special project is a three day workshop focused on the implementation of case study methodology in engineering education. The objectives of the workshop are for participants to: learn about the use of case study methodology in engineering courses, participate in real-world case studies where engineering decisions have a major impact, use multimedia materials to enhance learning, benefit from collaboration between engineering and business in solving real-world problems, use case studies to address the ABET EC2000 accreditation criteria. In addition, the workshop encourages participants to implement case study methodology at their institutions and points out various ways to support such efforts. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Raju, P. Auburn University AL Rogers E. Salters Standard Grant 41621 7428 SMET 9178 7428 0000099 Other Applications NEC 0001455 August 15, 2000 Mechatronics Education Workshop. Engineering - Mechanical (56) This is a one-day workshop in Mechatronics Education to be held as part of the Mechatronics 2000 Conference in Atlanta, Georgia, in September of 2000. The purpose of the workshop is to bring mechatronics educators and scholars from around the world together to discuss and share their experiences on how to best teach mechatronics, how to design mechatronics laboratories and curricula, and how to integrate mechatronics research and teaching effectively. Part of the information disseminated will come from a previous NSF grant to the PI. Mechatronics scholars who are already attending the conference from the United States, Japan, and Europe will be available to serve as panelists and presenters at the workshop. CCLI-ADAPTATION AND IMPLEMENTA MECHANICS OF MATERIALS DUE EHR Ume, I. Charles GA Tech Research Corporation - GA Institute of Technology GA Rogers E. Salters Standard Grant 25000 7428 1630 SMET 9178 7428 0000099 Other Applications NEC 0002219 August 1, 2000 Planning Grant for an Electronic Center of Excellence in Net-Centered Enabling Information Technologies. A consortium of community colleges and universities in Ohio and Kentucky is using an ATE planning grant to formulate strategies for an ATE Center in Net-Centered Enabling Information Technologies (IT). The project institutions are: Lexington Community College; Jefferson Community College, Paducah Community College, and the College of Applied Science in Cincinnati. The project builds on previous projects in both Kentucky and Ohio. The idea is to "webify" IT using five Internet-centered areas: internet development; application development; networking; e-commerce; and data warehousing/mining. Graduates of these technical programs are able to design, develop, and effectively use various information technologies at net-centered businesses and industries. ADVANCED TECH EDUCATION PROG DUE EHR Crowley, Lillie Anthony Perzigian Vincent DiNoto Vladimir Uskov Ashraf Saad John Vos University of Kentucky Research Foundation KY Gerhard L. Salinger Standard Grant 50000 7412 SMET 9178 1032 0000099 Other Applications NEC 0002306 September 1, 2000 The Albert Einstein Distinguished Educator Fellowship Program. 0002306 WHITE This project will fund an Albert Einstein Fellow to work in the Division of Elementary, Secondary and Informal Education of the National Science Foundation for eleven months, beginning September 1, 2000. The precise duties and responsibilities of this Fellow will be determined by NSF personnel. However, the majority of her time will be devoted to the Presidential Awards for Excellence in Mathematics and Science Teaching program. She will assist with the preparation and implementation of the winter conference for state coordinators, the national selection committee meeting, the Award Week ceremonies and activities, as well as involvement in the day-to-day work of the program. Her involvement in other programs of the Division will depend upon her available time, her interests, and the needs of the Division. The Fellow will provide three written reports to the Triangle Coalition, which will describe her responsibilities and on-going activities. These will be used to evaluate the Fellows' accomplishments during the Fellowship period and to offer personal perspectives and recommendations on the Fellowship program. PRES AWARDS FOR EXCEL IN SCIEN DUE EHR White, J. Patrick Triangle Coalition for Science and Technology Education VA Virginia M Horak Standard Grant 77340 7345 SMET 9177 0000099 Other Applications NEC 0002767 June 15, 2000 Blueprint for Change in Technician Education. The New Jersey Center for Advanced Technological Education and other NSF Centers of Excellence are investigating activities required to implement change in technician education. The activities are capitalizing on the experience that reformers have had in successfully implementing model programs by providing a forum where people behind successful ATE centers and projects can articulate the pathways to change. A Steering Committee is exploring the most effective means of encouraging and supporting adoption of innovative programs and practices. In addition to ATE principal investigators, the Steering Committee also includes industry representatives, a researcher on two-year college programs, an evaluator, and two external members. Avenues for disseminating results include conferences, mentoring, interactions with professional societies and accreditation boards, and publications. ADVANCED TECH EDUCATION PROG DUE EHR Waintraub, Jack Michael Lesiecki Elaine Craft Nicole Crane Middlesex County College NJ Elizabeth Teles Standard Grant 29812 7412 SMET 9178 1032 0000099 Other Applications NEC 0003014 September 1, 2000 The Northeast Center for Telecommunications Technologies. The Northeast Center for Telecommunications Technology (NCTT) has led the development of work-relevant, industry-validated, competency-based curricula and instructional materials for use in secondary through community college programs in telecommunications technology. NCTT has designed and implemented an innovative instructional delivery system that takes advantage of current electronic technologies and has provided extensive opportunities for professional development of faculty, and for the education both of students and of incumbent workers in the telecommunications industry. These accomplishments are due to extensive and successful partnerships with educational institutions and with industry. The goals for the Center are: (a) to establish the modular curriculum system as one of the key elements that leads to the ongoing success and utility of the technicians in the workplace; (b) to provide faculty with integrated, accessible and relevant professional growth opportunities; (c) to encourage all learners, but especially those underrepresented in the workplace, into educational programs that lead to participation in the telecommunications workplace; and (d) to ensure that the quality and relevancy of its goods and services provide resources to maintain the NCTT as a permanent center in telecommunications and related technologies. ADVANCED TECH EDUCATION PROG DUE EHR Snyder, Gordon James Amara Gary Mullett Fenna Hanes James Downing Springfield Technical Community College MA Gerhard L. Salinger Continuing grant 2000000 7412 SMET 9178 1032 0000099 Other Applications NEC 0003065 September 1, 2000 Technical Mathematics for Tomorrow: Recommendations and Exemplary Programs. The preparation of a workforce of scientifically and technologically competent technicians rests on a foundation of mathematical concepts and skills. Technical mathematics is an essential part of science, information, computer, and engineering technology programs offered by associate degree granting colleges; yet, there is a widening disparity between the mathematics used in industry and what is taught. This project is analyzing the role and nature of technical mathematics in advanced technology programs, recognizing successful models, and developing a vision and recommendations for the future. Issues of transferability to four-year institutions are also being considered. Through two regional workshops, mathematics and technical program faculty, together with representatives from business and industry, are addressing content and curriculum issues related to technical mathematics. These issues include the integration of mathematics content with science and technology content, relevance to business and industry needs, pedagogy, and the use of technology. Reports from these workshops are enabling the development of criteria for selecting up to 10 exemplary technical mathematics programs which are being highlighted at a national conference. The focus of the national conference is substantive dialogue on technical mathematics issues and the development of a vision and recommendations for achieving that vision. In addition to representatives from the 10 exemplary programs chosen, participants include mathematics and technical program faculty, industry representatives, professional society representatives, and other national leaders. Project leadership is centered in the Technical Mathematics Committee of the American Mathematical Association of Two-Year Colleges (AMATYC). A national Advisory Group, consisting of leaders from all stakeholders in the continued examination and improvement of mathematics for technical mathematics, is serving to guide project development and implementation. ADVANCED TECH EDUCATION PROG DUE EHR Hovis, Mary John Peterson Robert Kimball American Mathematical Association of Two-Year College TN Elizabeth Teles Standard Grant 324908 7412 SMET 9178 1032 0000099 Other Applications NEC 0003073 October 1, 2000 Presidential Awards for Excellence in Science, Mathematics, & Engineering Mentoring. A commitment to diversity in the microbiological sciences at all educational levels is embedded in the programs of the American Society for Microbiology (ASM). Since 1980, ASM has awarded 34 fellowships to minority graduate students to support completion of their doctoral research. Fifty-three percent of the graduate fellows completed advanced degrees in the microbiological sciences; the remaining fellows continue their graduate or postdoctoral training. Nine of the doctoral degree recipients entered the professoriate. At the undergraduate level, ASM partnered with the National Institutes of Health to provide summer research fellowships under the supervision of ASM mentors. One hundred eighty-five research fellowships have been awarded since the program's inception in 1986. Thirty former undergraduate fellows completed doctoral degrees, 18 completed master's degrees and 92 completed baccalaureate degrees. ASM pre-college outreach strategies expose middle and high school students to career opportunities and role models while celebrating the contributions of underrepresented minority scientists. PRES AWDS FOR EXCELL IN SCI DUE EHR Houston, Clifford American Society For Microbiology DC Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003076 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. Since its establishment in 1974, the Indian Natural Resource, Science and Engineering Program (INRSEP) at Humboldt State University has trained about 40% of the nation's natural resource professionals of Native American descent. The underlying philosophy at INRSEP is to maintain a strong academic program which is intrinsically linked to Native American cultural perspectives. Services provided include academic advising and advocacy, personal and cultural counseling, tutorials, cooperative education and internships. Students are also provided guidance in balancing Western science with traditional holistic beliefs. Thirty-one INRSEP students graduated in the sciences over the past three years. The program currently enrolls 43 students from 27 tribal entities. PRES AWDS FOR EXCELL IN SCI DUE EHR Boham, Russell Humboldt State University CA Gloria D. Strothers Standard Grant 10000 1593 SMET 9178 0003077 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. Three regional higher education organizations, the New England Board of Higher Education, Southern Regional Education Board, and Western Interstate Commission for Higher Education comprise the Compact for Faculty Diversity, an initiative launched in 1993 to address the underrepresentation of minorities in the professoriate. The Compact formed partnerships with state higher education agencies and public and private universities, to offer minority doctoral students a package of academic and financial support that helps assure their successful completion of their doctoral degree programs and transition into faculty careers. By the end of 1999, the Compact had served 435 scholars of which 85 had completed their degree programs and 313 remained enrolled and in process. The Compact has a retention rate of 93%, nearly twice that of most doctoral granting science, mathematics and engineering programs. This remarkable accomplishment is largely attributable to the quality of mentoring provided. PRES AWDS FOR EXCELL IN SCI DUE EHR Pepion, Ken Western Interstate Comm High Ed CO Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003078 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. For the past two decades, the University of Michigan (UM) WISE program has developed and implemented a host of programmatic activities to increase the number of women students who successfully pursue majors, advanced degrees and careers in science, mathematics and engineering (SME). Program services range from summer workshops that have served 1,300 middle school girls to a living-learning residential program that has been home for more than 1,000 first- and second- year undergraduate women; from a summer research program aimed at encouraging women to undertake graduate studies in science and engineering to a peer mentoring network for women graduate students. The WISE program has made a significant impact in the recruitment and retention of women in SME fields. For example, UM engineering undergraduate enrollment of women increased from 17% in 1980 to 32% in 1999. In 1980, only 18% of the science and mathematics degrees awarded by UM went to women. Today, 42% of the biochemistry majors are women; 46% of the cellular and molecular biology majors; 44% of the mathematics majors; and 45% of the geology majors. PRES AWDS FOR EXCELL IN SCI DUE EHR Davis, Cinda-Sue University of Michigan Ann Arbor MI Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003079 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. In 1999, North Carolina State University (NC State) ranked among the nation's leading universities in the number of baccalaureate degrees in engineering and computer science awarded to women. Currently, women comprise about 20% of NC State's undergraduate engineering enrollment of 5,097. More than 700 minority students are enrolled in the undergraduate engineering and computer science program. Programmatic efforts responsible for NC State's success begin with elementary and middle school visits designed to encourage children to view mathematics and science as fun disciplines for which they have ability. These visits continue through high school with more overt recruiting. A weeklong campus residential program exposes high school students to engineering and computer sciences. Summer and early freshman year experiences are offered to bridge high school to college and to foster student acclimation and maturation. Undergraduates are enrolled in a student mentoring program and, as upperclassmen, become eligible to participate in research activities. PRES AWDS FOR EXCELL IN SCI DUE EHR Rajala, Sarah North Carolina State University NC Victor A. Santiago Standard Grant 10000 1593 SMET 9179 9178 0003080 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. In 1988, The University of Alabama's Office of Minority and Special Programs established the Comprehensive Minority Faculty and Student Development Program, a series of coordinated and integrated approaches to increase the number of ethnic minority students earning doctoral degrees in the science, mathematics, and engineering disciplines. Efforts include summer research experiences for 40 high school students annually; tutoring, faculty mentoring, research experiences and scholarships for 10 undergraduate students per year; and, eight graduate fellowships each year. To date, 146 (66%) of the undergraduate program participants have earned a baccalaureate degree; 12 earned a master's degree; 27 earned the Ph.D.; and, 26 remain enrolled in graduate programs. PRES AWDS FOR EXCELL IN SCI DUE EHR Dale, Louis University of Alabama at Birmingham AL Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003081 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring (Washington MESA). Washington MESA is a statewide partnership of school districts, families and alumni, community organizations, higher education, industry, business, and government. In 1982, MESA served 88 students in four schools; today it serves over 3,000 traditionally underrepresented students in 71 schools and 17 school districts across the state. MESA promotes academic achievement by increasing students' interest in science, mathematics, and engineering (SME); expanding students' career options to include SME fields; and, by developing students' habits of high expectations and success. Services provided by MESA include tutoring, mentoring, summer technical camps, internships, and after-school enrichment for students, parents and teachers. Ninety-four percent of the 374 MESA students that were seniors in 1999 enrolled in postsecondary institutions. Sixty-eight percent of these students are pursing degrees in SME fields. PRES AWDS FOR EXCELL IN SCI DUE EHR MacGowan, Patricia University of Washington WA Gloria D. Strothers Standard Grant 10000 1593 SMET 9178 0003086 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. The University of New Mexico's MEMS program was established in 1994 to increase minority enrollment and graduation levels in science, mathematics and engineering. The program consists of seven core components: (i) a summer program that bridges the gap between high school and college; (ii) problem-solving workshops for undergraduates; (iii) industry internships; (iv) undergraduate research experiences with faculty mentors; (v) professional development opportunities for K-12 mathematics and science teachers; (vi) a transfer program for community college students; and, (vii) academic enrichment opportunities for local high school students. Over the past six years, the MEMS program has served almost 1,600 minority science, mathematics and engineering undergraduate students. Engineering baccalaureate degrees earned by minority students at The University of New Mexico have increased from 20% of the total in 1992 to 40% in 1999. PRES AWDS FOR EXCELL IN SCI DUE EHR Thompson, Maurice University of New Mexico NM Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003087 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. Established in 1970, California MESA currently offers an array of academic support and enrichment services to 24,400 mostly underrepresented students. One of MESA's pre-college initiatives uses culture-based mathematics activities to reach hundreds of American Indian students in remote rural areas. MESA's community college program offers tutoring and collaborative group learning to help underrepresented minority science and mathematics majors successfully transfer to four-year institutions. In 1999, 244 MESA community college students transferred to four-year universities. At the undergraduate level, MESA supports engineering and computer science majors through scholarships, internship opportunities, tutoring and group study. Over 12% of the nation's underrepresented engineering baccalaureate recipients are MESA graduates. PRES AWDS FOR EXCELL IN SCI DUE EHR Aldaco, Michael University of California, Office of the President, Oakland CA Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003088 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring (Committee on Institutional Cooperation). The Summer Research Opportunities Program (SROP) was created in 1986 to engage undergraduate minority students in research experiences with faculty members, to accelerate each student's socialization into the discipline, and to foster the sense of a community of scholars among all program participants. To date, 6,212 undergraduate students have participated in the SROP summer experience, including 2,734 science, mathematics and engineering (SME) majors. Students from 373 colleges and universities, including 73 minority-serving institutions, have participated. Of the SME alumni, 58% are women and 87% are from underrepresented minority groups. Ninety-seven percent of the SROP alumni have either graduated or are still enrolled. Of those that have received their bachelor's degrees, 77% are pursuing or have pursued advanced study. Eighty-six SROP alumni have already earned their Ph.D. degrees, including 28 majoring in SME fields. PRES AWDS FOR EXCELL IN SCI DUE EHR Girves, Jean University of Illinois at Urbana-Champaign IL Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003091 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. During his 30 years at New Mexico State University, Dr. Kuehn mentored 49 undergraduate minority students. Eleven of Dr. Kuehn's mentees earned master's degrees in science, eight earned doctoral degrees, nineteen earned medical doctor degrees, and eleven entered the technical workforce. One of Dr. Kuehn's mentees became the first Native American woman to receive a doctorate in chemistry in the United States. In 1992, Dr. Kuehn established a bridge program to facilitate the transfer of Native American students from five New Mexico community colleges to four-year academic programs. Since the inception of this bridge program, 64% (72) of the American Indian participants successfully transferred into baccalaureate degree programs in science. Graduates of the bridge program include two American Indian Ph.D. recipients, seven master's degree recipients, and 23 baccalaureate degree recipients. PRES AWDS FOR EXCELL IN SCI DUE EHR Kuehn, Glenn New Mexico State University NM Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003093 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. For more than 20 years, Dr. Guthrie has distinguished herself as a Chemistry Professor and mentor of K-12 students. Her accomplishments include the establishment in 1986 of the Greensboro Area Mathematics and Science Education Center. The Center's pre-college component serves 450 7th through 12th grade students annually through a school-based academic enrichment program; a Saturday Academy in the sciences and mathematics for minority youth; mentored research experiences during summer; and, a parental involvement program. Ninety-seven percent of the pre-college program graduates have matriculated to college and 75% percent have majored in science, mathematics or engineering. Dr. Guthrie also coordinated the North Carolina State Science Fair for fourteen years. She is presently a member of the faculty at North Carolina A&T State University. PRES AWDS FOR EXCELL IN SCI DUE EHR Guthrie, Vallie North Carolina Agricultural & Technical State University NC Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003099 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. For more than 20 years, Dr. Villarreal has directed research and mentoring programs that have enhanced the science careers of hundreds of women and minority students at the undergraduate and graduate levels. His contributions include the implementation and management of an international research training program for minority students, now in its 6th year of operation; a laboratory research training program for 40 undergraduates and five graduate students per year; a bridge program that provides research training for community college students; and, a research-based course in writing that imparts communication and critical thinking skills to undergraduate students. During the past eight years, more than 225 students have benefited from Dr. Villarreal's commitment to mentoring. At least 50 of these students earned or are pursuing graduate degrees in science. Dr. Villarreal is presently a member of the faculty of the University of California, Irvine. PRES AWDS FOR EXCELL IN SCI DUE EHR Villarreal, Luis University of California-Irvine CA Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003103 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. While maintaining a vigorous chemistry research program involving under-graduate and graduate students, Dr. Lopez-Garriga also manages an extensive K-12 outreach agenda. Through the Science on Wheels program, Lopez-Garriga has intrigued and excited thousands of elementary and secondary students by conducting simple experiments at K-12 schools throughout Puerto Rico. His undergraduate and graduate students helped Lopez-Garriga provide training in cooperative and active learning techniques to 500 K-12 teachers during the past eight years. In addition, 103 teachers enhanced their scientific competency through the GLOBE program (Global Learning and Observations to Benefit the Environment). The Puerto Rico GLOBE franchise is headed by Lopez-Garriga. Since 1990, Dr. Lopez-Garriga has mentored 35 graduate students of which eleven are currently pursuing doctoral degrees. Lopez-Garriga is presently a member of the faculty at the University of Puerto Rico, Mayaguez. PRES AWDS FOR EXCELL IN SCI DUE EHR Lopez-Garriga, Juan University of Puerto Rico Mayaguez PR Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003105 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. Dr. Summers' research in the area of nuclear magnetic resonance studies of complex bio-systems is at the forefront of biomedical research. Each summer approximately 20 undergraduates work in his laboratory. They are given the same responsibilities as graduate students, completing their own projects and becoming co-authors and first authors in major scientific journals. Dr. Summers also directs the Meyerhoff Graduate Program for high-achieving minority graduate students. The program now includes 26 minority students. To date, more than 100 graduate and undergraduate students' articles have been published by Dr. Summers' mentees. In 1999, nine of Dr. Summers' students, including 7 African Americans, graduated and were admitted to Ph.D. or M.D./Ph.D. programs at leading universities. The research facility under the direction of Dr. Summers is a national model for producing large numbers of high-achieving African American students in areas of vital importance to the nation. Dr. Summers is presently a member of the faculty of the University of Maryland, Baltimore County. PRES AWDS FOR EXCELL IN SCI DUE EHR Summers, Michael University of Maryland Baltimore County MD Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003106 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. In 1992, Dr. Spaht established the Louisiana Preparatory Program (LaPREP), an enrichment program for high-ability middle school students. The purpose of LaPREP is to motivate and instruct its participants to pursue college studies in science, mathematics, and engineering. LaPREP begins its ninth session in June 2000 - six hours a day, seven weeks per summer. Each year, 30 sixth and seventh grade students are selected as first-year participants. Successful first-year students are invited to return for a second year. Laboratory experience, including hands-on academic research activities, is an integral part of LaPREP in that it introduces mathematics and science as active and participatory processes. Dr. Spaht addresses every aspect of the program, including curriculum development, mentoring, training program staff, recruiting participants, and raising funds. More than 225 students have completed at least one year of LaPREP. All former participants who have graduated from high school have enrolled in college with over 90% majoring in science, mathematics or engineering. Dr. Spaht is presently a member of the faculty of Louisiana State University, Shreveport. PRES AWDS FOR EXCELL IN SCI DUE EHR Spaht, Carlos Louisiana State University Shreveport LA Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003108 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. Since joining the faculty at California State University, Northridge in 1988, Dr. Zavala has afforded intensive research experiences to 112 undergraduate students, including 89 underrepresented minorities and 81 females, primarily from families with no history of university attendance. Under Dr. Zavala's tutelage, students analyze and present journal articles, and learn to write applications and favorably present themselves. Dr. Zavala accompanies them to national conferences where they present their research in a scientific forum, and meet scientists from different institutions. Under her reassuring guidance, students quickly gain self-confidence as they learn what is expected of them as scientists and how to think like scientists. To date, 70% of Dr. Zavala's mentees have begun graduate studies with 52% of them continuing in doctoral programs. Dr. Zavala also conducts pre-college science teaching outreach. As president-elect of the Society for the Advancement of Chicanos and Native Americans in Science (SACNAS), Dr. Zavala further extends her national influence. PRES AWDS FOR EXCELL IN SCI DUE EHR Zavala, Mariaelena The University Corporation, Northridge CA Gloria D. Strothers Standard Grant 10000 1593 SMET 9178 0003111 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. Professor Cotter has dedicated his career to creating an environment that encourages and challenges undergraduate women to pursue careers in the geosciences, a field in which they are seriously underrepresented. Since 1986, 66 women have been mentored by Cotter. Over 80% of his mentees have graduated, with 31 continuing into graduate school, 13 entering careers in geology, five becoming educators and two becoming Park Rangers. The foundation of Cotter's success is his vigorous program of undergraduate research in which each student works on an individual research project, gaining valuable understanding and hands-on experience in research design and technique. Beyond the research experience is an emphasis on personal growth in a collegial learning environment which nurtures development and builds confidence. Dr. Cotter is a member of the faculty at the University of Minnesota, Morris Campus. PRES AWDS FOR EXCELL IN SCI DUE EHR Cotter, James F University of Minnesota Morris MN Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003117 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. Dr. Shabazz began his graduate teaching career at Atlanta University (now a part of Clark Atlanta University) in 1957, where he found only two students pursuing master's degrees in mathematics. During the next six years, he recruited and graduated 109 students with master's degrees in mathematics. Of this group, 30 went on to earn doctoral degrees from some of the Nation's leading universities. In 1986, Dr. Shabazz returned to join the faculty at Clark Atlanta University. Within six years, 155 undergraduate students were majoring in mathematics at Clark Atlanta University. Nineteen former students of Dr. Shabazz are currently doctoral candidates in mathematics. Dr. Shabazz recently returned to his alma mater, Lincoln University, where he continues to teach and mentor. PRES AWDS FOR EXCELL IN SCI DUE EHR Shabazz, A.A. Lincoln University PA Victor A. Santiago Standard Grant 10000 1593 SMET 9178 0003129 October 1, 2000 Presidential Awards For Excellence In Science, Mathematics, & Engineering Mentoring. Upon arriving at The City College of New York in 1981, Dr. Akins opened his research laboratory to both high school students and undergraduates with a keen interest in science, who were willing to work hard both academically and in the laboratory. With the assistance of a cadre of like-minded faculty, Dr. Akins expanded this model by establishing the Center for Analysis of Structures and Interfaces (CASI), a major research center and training laboratory for high school students in their junior and senior years, high school chemistry and physics teachers, and undergraduate and graduate students. These efforts have led to City College being one of the nation's leaders in providing Ph.Ds. to minority students. During the 1997-98 Academic Year, eleven underrepresented minority students obtained their Ph.Ds. at City College in chemistry or engineering. PRES AWDS FOR EXCELL IN SCI DUE EHR Akins, Daniel CUNY City College NY Marilyn J. Suiter Standard Grant 10000 1593 SMET 9178 0003154 September 1, 2000 The Cosmos in the Classroom: Involving Community College Instructors in a Hands-on Symposium on Teaching Astronomy and Space Science to Non-Science Majors. Astronomy (11) Approximately 250,000 students (mostly non-science majors) take introductory astronomy courses in colleges, universities, and adult education programs around the country each year. These courses represent one of the most important interfaces between the astronomy/space science community and the public. Surveys reveal that about half of these courses are taught at institutions that do not have a significant astronomy research program, often by people whose training is in other fields besides astronomy and space science. Whatever their background, many people teaching these courses have too little initial training or exposure to effective teaching strategies and resources in astronomy. This 2.5-day national symposium at the Annual Meeting of the Astronomical Society of the Pacific is designed to assist instructors at all levels in doing a better job in their teaching of non-science majors. Mentor instructors, innovators in laboratory and on-line teaching, researchers in educational techniques, and creators of the best written and on-line resources are among the presenters. Much of the symposium is in the form of interactive panels and hands-on workshops. The organizers are actively seeking out the participation of three groups who are not normally represented at such meetings: full-time community college instructors, part-time community and small college instructors, and colleagues in other fields who wind up teaching astronomy. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Havlen, Robert Andrew Fraknoi Astronomical Society of the Pacific CA Duncan E. McBride Standard Grant 19600 7428 SMET 9178 7429 0000099 Other Applications NEC 0003263 June 15, 2000 Workshop on Computing Curricula 2001. This grant provides support for the CC2001 computer science curriculum project, which is a joint undertaking of the Computer Society of the IEEE and the Association for Computing Machinery (ACM to develop new curricular guidelines for undergraduate programs in computing. The funds are being used to cover the cost of a four-day workshop to provide the opportunity for the working groups associated with CC2001 to engage in face-to-face meetings for the purpose of developing the final report. At the conclusion of the workshop, the steering committee for CC2001 will put the final report together for approval by the IEEE Computer Society and the ACM Executive Council. The final report for CC2001 will be published by the IEEE and widely disseminated nationally to all computer science departments. It will used as the basis for computer science accreditation and curriculum reform. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Chang, Carl University of Illinois at Chicago IL Andrew P. Bernat Standard Grant 35000 7427 SMET 9178 7427 0000099 Other Applications NEC 0003332 May 26, 2000 Proposal Processing Support Services for ATE Program with Allied Technology Group, Task Order #21. Proposal Processing Support Services for ATE Program with Allied Technology Group, Task Order #21 ADVANCED TECH EDUCATION PROG DUE EHR Damon, Peter ALLIED TECHNOLOGY GROUP INC MD Elizabeth Teles BOA/Task Order 26115 7412 SMET 9178 9103 0000099 Other Applications NEC 0003663 June 7, 2000 CCLI-Allied Tech, Inc. Task Order Number 023. Allied Tech. Group CCLI Contract for period 6/15/00 to 4/30/01 CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Damon, Peter ALLIED TECHNOLOGY GROUP INC MD Duncan E. McBride BOA/Task Order 89214 7428 SMET 9178 7428 0000099 Other Applications NEC 0003885 September 1, 2000 Increasing the Participation and Success of Community College Faculty in National Science Foundation Programs. This project is implementing a professional development model created to increase the successful participation of community colleges and community college faculty in NSF programs. The Council for Resource Development (CRD) is building in the project upon existing regional conferences to offer a series of three workshops designed to familiarize faculty with NSF programs, showcase regional NSF projects and the faculty conducting those projects, and conduct a workshop on proposal development strategies specific to NSF. In order the achieve the goals, CRD is: (a) providing coordination for workshop development and implementation at the regional level; (b) recruiting faculty to attend the workshops who have not yet received awards from NSF; and (c) evaluating the workshops with particular emphasis on longitudinal outcomes. Evaluation of project outcomes includes looking for increased rates of proposal submissions to NSF as well as an increase in the success of those submitted. ADVANCED TECH EDUCATION PROG DUE EHR Suchorski, Joan Sture Edvardsson Steven Budd Santa Fe Community College FL Elizabeth Teles Standard Grant 27840 7412 SMET 9178 1032 0000099 Other Applications NEC 0004159 September 1, 2000 Peer-Led Team Learning: National Dissemination by the Workshop Project. Interdisciplinary (99) This project is a supplement to the NSF supported project: "Peer-Led Team Learning: National Dissemination by the Workshop Project." It is designed to address more directly the barriers that confront fully effective implementation of this approach by two-year (community) colleges. It is important to address these barriers and achieve maximally effective implementation of this project in two-year colleges because nearly 40% of U.S undergraduates enrolled in science, mathematics, engineering, and technology courses are attending these institutions, and many will take their basic science in this academic sector before transferring to 4-year colleges and universities to complete baccalaureate degrees. Given the size and diversity of the community college population, national dissemination of the workshop model of peer-led team learning can be greatly enhanced by successful implementation at the community college level. Some of the barriers faced by two year colleges are idiosyncratic to 2-year colleges, while others derive from the characteristics of students attending 2-year colleges. The barriers that will be addressed in this project are the high turnover of student leaders due to shorter spells of education, the high incidence of part-time (or full-time) employment among students, higher levels of family responsibilities which conflict with academic scheduling, the often weaker academic backgrounds of entering students which reduces the pool of potential team leaders, the lack of capability to carry out effective workshop leader training in many colleges, heavier teaching loads of faculty leaving less time to engage in adaptation and implementation activities, a lack of resources to pay student workshop leaders and less opportunity to offer academic credit to student workshop leaders, and difficulties faced by community college faculty in attending professional conferences. This project is supporting a variety of workshop activities for community college faculty, including a series of 12 one-day "drive-in" workshops at different sites around the U.S. specially tailored and shortened for faculty in two-year colleges. These 12 workshops will be managed by 2 teams of faculty, one East Coast and the other West Coast based, and are being held on the campuses of 2-year institutions across the nation. This project is also supporting special breakout sessions for community college faculty attending the longer workshops of the parent project and supporting the education of at least 25 WPAs (Workshop Project Associates). WPAs are a cadre of faculty who are prepared to engage in further dissemination activities. CCLI-NATIONAL DISSEMINATION DUE EHR Gosser, David CUNY City College NY Myles G. Boylan Standard Grant 474791 7429 SMET 9178 7429 0000099 Other Applications NEC 0004228 September 1, 2000 Collaborative NSF Sessions at the ASEE Annual Conference. Dissemination and assessment opportunities are established for current and potential NSF grantees in CCLI, CRCD, ATE, and Action Agenda programs at the 2001 and 2002 ASEE Annual Conferences. Events include a poster session and two NSF Showcases at each conference for grantees in each of the four programs. Selected presentations are published in the conference proceedings. Impact of this dissemination on promoting awareness of NSF programs and on stimulating new proposal submittals are assessed through a series of surveys directed at both presenters and attendees. CCLI-ADAPTATION AND IMPLEMENTA INDUSTRY/UNIV COOP RES CENTERS DUE EHR Genalo, Lawrence Iowa State University IA Russell L. Pimmel Standard Grant 158870 7428 5761 SMET 9178 7428 0000099 Other Applications NEC 0004229 September 1, 2000 The Role of Information Technology in Student Learning Assessment. This project is examining the impact of information technology on the educational enterprise, and considering how the needs of the educational enterprise may inform new IT research. The project addresses the use of information technology to enable new forms of student learning assessment tools and new forms of delivery of those tools. The work will be performed by a team of undergraduate students from Worcester Polytechnic Institute, working at the NSF offices following a course in research methods and proposal writing at their home institution. At the conclusion of the project, the students will defend their work in a formal oral presentation to NSF personnel, WPI faculty and other representatives of the university. In addition, the students will deliver a completed final report to NSF, containing a literature review and methodology, a presentation of data with data analysis, conclusions, and recommendations. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR DiBiasio, David Worcester Polytechnic Institute MA Joan P. Gosink Standard Grant 9961 7428 SMET 9178 7428 0000099 Other Applications NEC 0004396 August 25, 2000 CSEMS-Allied Tech, Inc. Task Order Number26. CSEMS-Allied Tech, Inc., Task Order Number 26 S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Damon, Peter ALLIED TECHNOLOGY GROUP INC MD William C. Beston BOA/Task Order 19081 1536 SMET 9178 1536 0000099 Other Applications NEC 0049005 July 1, 2000 CalcLab: A Hands-On Learning Environment for Enriching Students' Understanding of Calculus. TEACHER PREPARATION PROGRAM DUE EHR Monk, G. Stephen Ricardo Nemirovsky University of Washington WA Elizabeth Teles Continuing grant 60000 7348 SMET 9178 9177 7419 7348 0000099 Other Applications NEC 0053241 September 1, 2000 Contextual Laboratory Curriculum for Chemical Technology (C&T): Phase II. Chemistry (12) The contributions that chemical laboratory technicians make in modern workplaces cannot be overstated. They have a unique ability to make sense of subtle differences in the appearance of materials and the behavior of techniques and instruments. The challenge for chemical technology educators is to provide students with meaningful experiences that prepare them for these responsibilities. In 1998, the NSF awarded a grant to our institute to develop a model for a contextually-driven, laboratory-based curriculum in chemical technology. Three modules are being fully developed: the chemistry of aqueous systems, the chemistry of terrestrial systems, and the chemistry of polymer systems. A fourth module, the synthesis of modern drug release systems, is being outlined as well. The project team is preparing to launch its final stage of development and alpha testing based upon promising feedback from students and faculty. This renewal proposal captures this momentum by: (1) fully developing and testing module 4, the synthesis of modern drug release systems; (2) developing two advanced-level modules focused on petroleum refining and computer-based data analysis; (3) beta testing modules 1,2,and 3; and (4) engaging in strategic dissemination. The previously assembled team (materials developer, project manager and Principal Investigator are continuing and a new partner (leading the beta testing) has been added. Both alpha and beta testing of the various modules developed are continuing. Beta testing is being carried out in a Chemical Technology program at a trade technical college. This activity is providing feedback as to the effectiveness of the modules. As a result of this renewal, the contextually-based, laboratory-driven curriculum will be completed. Discussions with commercial publishers have begun, ensuring that the curriculum will be disseminated and revised on an ongoing basis. ADVANCED TECH EDUCATION PROG DUE EHR White, Carol Kenneth Hughes Robert Hofstader Renee Madyun Athens Area Technical Institute GA Iraj B. Nejad Standard Grant 251298 7412 SMET 9178 1032 0000099 Other Applications NEC 0053245 September 1, 2000 Advanced Technology Environmental Education Center. Through this project, the Advanced Technology Environmental Education Center (ATEEC) is building upon its strong national position by providing expanded services and innovative leadership to a growing number of constituents including 4-year institutions, environmental practitioners, and the general public. The ATEEC project is structured around the following goals and objectives: Goal 1: Strengthen science, math and technical curriculum, and instructional materials supporting advanced technology environmental education. Objectives include producing, updating, and revising environmental technology resources, assessment instruments, a "best practices" manual, training and curriculum models, and environmental technology core knowledge and skill list; identifying secondary and community college faculty support needs; and conducting the annual Fellows Institute for secondary and community college teachers. Goal 2: Strengthen the nation's environmental technician programs through professional development opportunities. Objectives include participating in or conducting annual professional development instructor conferences, a national conference with a professional association of environmental technology practitioners, a national "Defining Environmental Technology Forum", and a national satellite/on-line teleconference; and developing a national model for business/industry/education faculty internships. Goal 3: Strengthen education through support services for program improvement. Objectives include acting as a clearinghouse and resource center to evaluate and disseminate "best practice" instructional materials, activities, and products; updating and revising the environmental technology defining chart and report; and expanding the use of the national electronic job database. This project is directly impacting hundreds of environmental educators and improving the education of thousands of students throughout the nation. ADVANCED TECH EDUCATION PROG DUE EHR Kabat Lensch, Ellen Edward Brown Kirk Laflin Hazardous materials Training and Research Center IA Elizabeth Teles Continuing grant 915000 7412 SMET 9178 1032 0000099 Other Applications NEC 0053247 October 1, 2000 Integrating Advanced Environmental Technology Research Into The Classroom and Into the Community. Abstract Through a partnership between one of the ATE Centers of excellence and the Massachusetts Institute of Technology (MIT), a research university, the nation's community college and high school classrooms have access to knowledge of emerging environmental technologies and of on-going environmental research. This effort allows environmental technology education programs to not simply react to the changing demands of the workplace, but rather positions students and faculty to anticipate and prepare for emerging developments in the field. The project is defined by two broad goals: (1) to develop curriculum and educational materials that focus upon emerging knowledge and technologies in the environmental field; and (2) to establish a faculty exchange and professional development program to broaden understanding of the connectedness of research to applied education and the workplace. Outcomes of the project include: (1) the development of a series of learning modules focused upon "Emerging Environmental Technologies" and "Environmental Health Impacts"; (2) community college and high school environmental educators' involvement with MIT scientists in a variety of venues; and (3) a Critical Issues Conference and published report focused upon strengthening the linkage between environmental researchers, educators, and practitioners. ADVANCED TECH EDUCATION PROG DUE EHR Docherty, Melonee Jeffrey Steinfeld Ellen Kabat Lensch Hazardous materials Training and Research Center IA Harry Ungar Standard Grant 528223 7412 SMET 9178 1032 0000099 Other Applications NEC 0053249 June 1, 2000 Integrating Design and Manufacturing Concepts to Strengthen Advanced Technological Education Programs. Recent changes in the global business environment dictate the need for engineering technicians to obtain new skills in design-for-manufacturability, computer-aided design, teamwork, and communication. In addition, there is a significant workforce shortage of engineering technicians across the U.S. and particularly within the areas of Iowa and South Dakota served by this project. This project focuses on improving the way that the above topics are taught in community college manufacturing education programs. It also focuses on increasing the pool of qualified applicants to these programs. Four, flexible course modules and instructor-training materials are being developed that may be infused into a wide range of existing curricula. The modules integrate design for manufacturability, teamwork skills and computer aided-design content to improve the efficiency and effectiveness of instruction. Summative evaluation tools are being used to assess the impacts of the modules on student skills. Women who are completing an internship in a baccalaureate program in technical training are delivering a program designed to recruit female students into manufacturing-related programs at three Midwestern community colleges. In addition, these interns are supporting community college technical instruction to supplement release time for community college instructors who are involved in this project. An outcome of this project is larger numbers of better prepared workers that will lead to a more competitive U.S. manufacturing industry. The eventual impact on students is a heightened awareness of the interaction between design and manufacturing, and the skills to effectively operate in a team environment. ADVANCED TECH EDUCATION PROG DUE EHR Chen, Joseph Judy Vance Ron Sorensen Raymond Stevens Iowa State University IA Kenneth Lee Gentili Standard Grant 550001 7412 SMET 9178 1032 0000099 Other Applications NEC 0053250 September 1, 2000 Project to Support Chemistry-based Technician Education. The future of chemistry-based technician education depends upon building a world-class, national network that connects local activities and nurtures sustainability. The American Chemical Society (ACS) provides leadership in these technician activities, by building on existing chemistry-based technician education activities at ACS, communicating with other chemistry-based technician education activities, and establishing a foundation upon which new activities that support excellence in two-year college chemistry education can be developed. To accomplish this goal, the project (1) develops a web-based system to update, validate, maintain and disseminate performance-based voluntary, industry, skill standards; (2) establishes a network of consultants to build and maintain local partnerships as a basis for meeting technician education needs; (3) develops an on-line national clearinghouse for information in chemistry-based technician education; (4) provides professional development for two-year college faculty; and (5) provides career information to attract students to become technicians in chemistry-related industry. ADVANCED TECH EDUCATION PROG DUE EHR Wesemann, Jodi Sylvia Ware George O'Neill American Chemical Society (ACS) DC Gerhard L. Salinger Continuing grant 1260300 7412 SMET 9178 1032 0000099 Other Applications NEC 0053262 July 1, 2000 Consortium for Optics and Imaging Education. There is an urgent need to increase the number of optical technicians in U.S. industry to maintain a vital competitive advantage in international markets. This project is developing new educational resources that will both emphasize the appeal of this career path to students and support continuing education. These tools are based upon exploration of real data to develop the necessary technical skills. This is being accomplished by a new synergistic effort that builds upon existing resources and the demonstrated expertise of the team. New educational tools are being developed for testing in the two-year college curriculum in optics technology and the communications department at Monroe Community College in Rochester, NY. These new tools include instructional materials co-developed by the academic partners and based upon previous ATE grant work developed by the Center for Image Processing in Education. The materials are also being developed for use in pre-college settings in collaboration with high school teachers. Faculty of the colleges are conducting workshops for K-12 teachers that demonstrate the use of imaging technologies for science and technology education. Particular emphasis is being placed on those schools that have a large minority population and those who deal with students who have difficulty in learning in a typical secondary school setting. A lending library of imaging tools is being established for K-12 education for those institutions that do not have the necessary resources. In order to meet the pressing need for continuing education for established optical/imaging technicians, portions of the programs are being adapted for use in the industrial environments under the guidance of members of the Advanced Precision Optics Manufacturing Association (APOMA) and the Society for Imaging Science and Technology (IS&T). These industrial members are also participating in recruitment and dissemination efforts of this project. ADVANCED TECH EDUCATION PROG DUE EHR Novak, Robert Roger Easton Steven Moore Monroe Community College NY Duncan E. McBride Continuing grant 574870 7412 SMET 9178 1032 0000099 Other Applications NEC 0053263 July 1, 2000 Adapting and Improving Mathematics, Science and Technological Education in High Performance Manufacturing. Thomas Nelson Community College (TNCC) and its educational and private industrial partners in the Virginia Peninsula Workforce Development Center are establishing a Manufacturing Excellence Consortium (MEC). The project's three goals are to: 1) adapt and implement Sinclair Community College's ATE-funded module clusters in Principles of Mathematics, Principles of Science, Design for Manufacturing, Manufacturing Processes and Materials, and Manufacturing Systems and Automation; 2) strengthen and expand TNCC's existing cooperative education program by training faculty in co-op development, preparing faculty for co-op supervisory roles, adopting a labor exchange database compatible with that currently in use by Old Dominion University, and providing release time for faculty industrial internships; and 3) equip a laboratory modeled after Sinclair's Advanced Manufacturing Center. TNCC is disseminating its results to the two other Manufacturing Excellence Consortia in the Virginia Community College System for eventual dissemination to state and regional partners. ADVANCED TECH EDUCATION PROG DUE EHR McGinty, Louis Roger LeMasters Rex Evans Thomas Nelson Community College VA Bevlee A. Watford Standard Grant 497680 7412 SMET 9178 1032 0000099 Other Applications NEC 0053264 April 1, 2000 Learning Through Simulated Information Technology Enterprises. This project involves a network of six community colleges, university experts, and industry leaders. During the project, they establish, pilot, assess, and document a contextual, collaborative process to better prepare technical workers for the information technologies service industry. Goals include alleviating the shortage of IT workers, improving technical and business skills and abilities of IT specialists, increasing entrepreneurial and intrapreneurial skills, and creating learning networks of faculty. The structure for contextual and systemic skills is "learning through a simulated information technology enterprise" (L-SITE), a realistic but fictitious enterprise that operates under varied conditions in each of the community colleges and represents the complexities and uncertainties of the real business world. The collaborative plans to design two different information technology service enterprises as templates for systemic learning for students in IT and other technical curricula. Using the two L-SITEs as "templates," student teams simulate business operations in a high performance context under the rapidly changing, global, and challenging transactional, technical, and market circumstances facing IT and other industries. Thus, students learn by "experiencing" various challenges and problems they may face in the real workplace. Each L-SITE is to be incorporated into the curriculum in each college in two basic formats: a year two practicum for IT degree students and experiential learning modules to be integrated into other courses and programs. In addition to the design network, five field test colleges prepare for subsequent adoption, and four international colleges provide global connections and experiences for the U.S. students and faculty. ADVANCED TECH EDUCATION PROG DUE EHR Rosenfeld, Stuart Vincent DiNoto Regional Technology Strategies NC Kenneth Lee Gentili Standard Grant 431946 7412 SMET 9178 1032 0000099 Other Applications NEC 0053267 April 1, 2000 The Institutional Impact of the Advanced Technology Education Program on Community Colleges. Project Summary The Community College Research Center at Teachers College, Columbia University is performing case studies on four centers and six projects funded by the Advanced Technological Education (ATE) Program to develop recommendations to strengthen both the ATE centers and projects and the colleges at which they are housed. The ATE program encourages change in the education of technicians particularly at two year colleges. For this change to be sustained and replicated, it must extend beyond the grant period and achieve institutionalization at the community college. Using primarily qualitative methodologies, the study documents the extent to which the ATE projects have become integrated into the broader activities of the community colleges, and the effects of the program on the underlying barriers known to frustrate initiatives aimed at reforming and improving technician education. Questions to be addressed include how the projects affect the pedagogy of technicians and others in the two year college; how the partnerships with industry and business affect the relationship between those institutions and the college; how the projects affect the development of articulation agreements with four year colleges and relations with secondary schools; and how the projects influence the relation between technical and academic faculty at the institution. The study identifies mechanisms by which activities and improvements generated in the projects are embedded in the missions of the schools, and how they engage faculty in professional development and the activities used to educate students. ADVANCED TECH EDUCATION PROG DUE EHR Bailey, Thomas James Jacobs Teachers College, Columbia University NY Gerhard L. Salinger Standard Grant 454162 7412 SMET 9178 1032 0000099 Other Applications NEC 0053268 June 1, 2000 South Texas Advanced Technology Project. 34 Meeting the critical need identified by state industry partners, this project focuses on the development of technician training program components that prepare process technicians or operators where employment demand far exceeds supply and continuously incorporates advances in the technologies of operation. The partnership of five community colleges, industry partners, a state agency, and a university, represents a unique set of capacities, technological expertise and demographic diversity by adapting science, mathematics and communication courses developed by other ATE projects. The project through the development of a continuously adaptive set of advanced process technology operations modules addresses (1) unit operations, (2) process safety operations, and (3) systematic preventative maintenance/quality (including troubleshooting in emergency and malfunction events) for the technician operator. The modules are web-based, multimedia presentations of new content topics with interactive simulation models. ADVANCED TECH EDUCATION PROG DUE EHR Sloan, Lee Diana Marinez Mark Krysiack Texas Engineering Experiment Station TX Elizabeth Teles Continuing grant 1499999 7412 SMET 9178 1032 0000099 Other Applications NEC 0053269 April 1, 2000 NYSCATE: New York State Curriculum for Advanced Technological Education. This project is being conducted by a consortium of two-year and four-year institutions including Finger Lakes Community College, Fulton Montgomery Community College, New York City Technical College, and Hofstra University in cooperation with the New York State Education Department to systemically reform Advanced Technological Education (ATE) curriculum in New York State. The three-year New York State Curriculum for Advanced Technological Education Project (NYS CATE) is developing, field testing, and institutionalizing 14 articulated, state-sanctioned grade 9-14 Advanced Technological Education curriculum modules within three overarching areas of technology: Bio/Chemical Technology, Information Technology, and Physical Technology (materials and manufacturing). NYSCATE is engaging community college, university, and high school faculty; industrialists; state-level policy makers; and NSF ATE Centers of Excellence as collaborators in developing exemplary materials and in unifying secondary and postsecondary segments of the New York State ATE delivery system. In its third year, the Project will expand the field test of its products to additional sites in New York and three other states to bring a standards-driven, academically integrative, pedagogically contemporary perspective to ATE curriculum and instruction. ADVANCED TECH EDUCATION PROG DUE EHR Burghardt, David Michael Hacker Linda Hobart Godfrey Nwoke Margarita Mayo Jeans Stevens John Jablonski Hofstra University NY Karen F. Zuga Continuing grant 1529984 7412 SMET 9178 1032 0000099 Other Applications NEC 0053276 July 1, 2000 Strategic Alliance to Advance Technological Education in Rockford, Illinois Public Schools, Grades 7-12. PROJECT SUMMARY This project is a collaboration among Rockford's public middle and high schools, NIU's Colleges of Engineering and Engineering Technology and Liberal Arts and Sciences, Rock Valley Community College, and local businesses and industries. It builds on the success of a pilot study undertaken in five Rockford high schools. The goal is to improve math, science, technology and English education for all students in grades 7-12 in the Rockford School system, but with a special emphasis on the needs of those who do not traditionally take higher level science, mathematics and technology classes, including minorities, females, and a range of average students. A multi-disciplined project staff will work with teams of teachers from all middle and high schools in the district. During the first year, the project will train teachers in interdisciplinary problem- and project-based learning; integrated curricula; new assessment procedures, including improved traditional strategies and procedures and non-traditional (authentic) ones; national and state standards; and a broader variety and repertoire of teaching techniques. During the second and third years, the project staff will act as mentors and coaches, providing in-classroom support for teachers as they fieldtest new methods, techniques and procedures in the classroom. Teachers will also be taught how to network constructively across disciplines and the operational design of the project will ensure that all teachers from all schools hear the same message, thereby eliminating confusion. This project will be the key implementation element in Rockford's education reform initiative and will form the basis for a fundamental and ongoing change in teaching philosophy and methods. It is designed to motivate and inspire students by helping them to acquire the necessary skills to solve real-world science, math and technology problems and to feel connected to their community. In addition to improving the teaching and learning environment one tangible product of this project willbe the design and production of multidisciplinary curriculum modules that can be used throughout the district and beyond. ADVANCED TECH EDUCATION PROG DUE EHR Scarborough, Jule Don Williams Janet Jones Patrick Derry Northern Illinois University IL Daniel Householder Continuing grant 1500000 7412 SMET 9178 1032 0000099 Other Applications NEC 0053279 May 1, 2000 West Virginia Associate Degree Program for Information Technology Professionals. Through this project, West Virginia is instituting, statewide, a new degree, the Associate of Applied Science in Technical Studies, which has two major tracks: (1) network communications and (2) computer applications. The degree is being offered at all 12 of the state's community and technical colleges, and courses are being delivered both through on-campus study and through the Web. The degree program is supported by the state's information technology (IT) industry through the advice and assistance of an industrial advisory board. The program provides students with an opportunity to work at a participating business or other organization, and provides courses that lead to vendor certifications in networking and computer applications. As part of the project, courses are being developed, evaluated, and redesigned; faculty are developing or adapting material into Web-based courses; students are participating in internships; and the program is being disseminated on a national level. The new statewide program aims to (1) offer students promising careers in IT, (2) provide the IT industry a greater number of skilled workers to support the industry's growth and development, and (3) increase the number of students with the skills and interests needed to pursue study toward the completion of an undergraduate degree in computer science and related disciplines. ADVANCED TECH EDUCATION PROG DUE EHR Howerton, Carol James Skidmore Jenny Dawkins State College & Univesity Systems of WV WV R. Corby Hovis Continuing grant 799678 7412 SMET 9178 1032 0000099 Other Applications NEC 0053280 August 1, 2000 (CIMDATT) Curriculum & Instructional Materials Development for Advanced Transportation Technologies. The transportation industry faces a growing skills gap in its existing workforce and lacks a qualified workforce for emerging occupational positions. The primary objective of this project is to increase the supply of new and existing workers who possess the requisite core academic knowledge and technical skills needed to compete in the area of advanced transportation technologies. The four major activities which are producing programs and products are: (1) Curriculum & Instructional Materials Development; (2) Faculty and Teacher Professional Development; (3) Recruitment and Retention of Minorities and other Nontraditional and Under-served Populations; and (4) Internship Experiences for Students and Instructors. The expected outcome is a Tech Prep Associate Degree Program for Grades 11-14 and for adults re-entering the workforce. Notable collaborations include the California Advanced Transportation Technology Initiative, College of Engineering Center for Environmental Research and Technology at the University of California Riverside, West Virginia University's National Alternative Fuels Training Center, Schatz Energy Research Center at Humboldt State University, Georgetown University Fuel Cell Program, SunLineTransit Agency, National Automotive Center, John Deere, DOE/Clean Cities, Service Technicians Society (STS), and the Coachella Valley Economic Partnership. ADVANCED TECH EDUCATION PROG DUE EHR Babiarz, Nina Richard Bajura Dan Baxley Jack Dempsey Diane Ramirez Joseph Norbeck College of the Desert CA Herbert H. Richtol Continuing grant 515000 7412 SMET 9178 1032 0000099 Other Applications NEC 0053284 July 1, 2000 PHOTON, a Curriculum & Instructional Materials Development, Teacher & Faculty Prepartion & Enhancement and Laboratory Development project in photonics Technology. Despite the tremendous growth in the demand for trained photonics technicians, estimated nationally to grow from 35,000 in 1994 to 740,000 in 2000, only two community-technical colleges in New England offer associate degree programs in photonics education. If New England is going to be able to maintain its competitive position in the global marketplace, the number of educational institutions offering instruction in photonics technology must be increased, strong programs must be implemented, and students must be better prepared to enter the programs. PHOTON is a teacher/faculty enhancement and laboratory improvement project. It is designed to provide middle school, secondary, postsecondary faculty, and guidance and career counselors from more than 40 educational institutions throughout New England with the skills to introduce photonics technology and laser applications into their classrooms. Although the project is being developed regionally, the model and instructional materials developed are being nationally disseminated. The project is conducting a series of workshops that develop a foundation in basic optics and laser principles. The first workshop, held in the fall of 2000, introduces 60 teachers, faculty and their respective career and guidance counselors to the applications and career opportunities in the field of photonics. Participants are being encouraged to form alliances across educational levels that facilitate building educational pathways for students. Through a competitive application process, 40 teachers, faculty, and career and guidance counselors are being selected to attend one-week workshops in the summers of 2001. During the workshops, educators are provided with a comprehensive optics laboratory kit to teach laser technology principles in their home institutions. Participants also receive technical assistance to implement new curricula, and a final two-day workshop will be conducted to share implementation models and strategies. ADVANCED TECH EDUCATION PROG DUE EHR Donnelly, Judith Fenna Hanes John Swienton New England Board of Higher Education MA Duncan E. McBride Standard Grant 493545 7412 SMET 9178 1032 0000099 Other Applications NEC 0053285 July 1, 2000 Partnerships to Enhance Student Success in Information Technology. Building upon successful employer-educator partnerships, Valencia Community College, in partnership with the University of Central Florida and Rollins College, is creating a comprehensive Information Technology Workforce Development System aimed at increasing the number of skilled computer programming technicians with maximized advanced education and career options. Objectives include (1) demonstrating significant increases in the enrollment, persistence, retention, completion, and placement (into employment or the next level of education) of community college students pursuing an A.S. degree in Computer Programming and Analysis by enhancing relevant curriculum and instructional approaches; (2) maximizing and coordinating shared fiscal and human resources among higher education entities; (3) strengthening the ability of education to meet regional workforce demands; (4) enhancing the relationship among educators at the secondary, community college, and four-year institutional levels; and (5) designing and delivering new and revised curriculum and instructional strategies that incorporate industry-certified content and competencies and that address local and regional economic and workforce development needs. Activities include (1) establishing an A.S.-to-B.S. articulation agreement model; (2) enhancing recruitment, academic support, retention, and developmental advisement strategies specifically directed at A.S. computer programming students; and (3) reviewing and updating the computer programming curriculum to better meet the needs of industry and students and to better prepare students for upper division study. Expected outcomes are more rigorous academic content for courses and an increase in the number of students who are recruited into and who complete the A.S. degree in computer programming (which also means an increase in the number who are able to continue their education in four-year programs). ADVANCED TECH EDUCATION PROG DUE EHR Archibald, Colin Timothy Grogan JoeLynn Look Dale Husbands Valencia Community College FL R. Corby Hovis Standard Grant 580000 7412 SMET 9178 1032 0000099 Other Applications NEC 0053286 March 15, 2000 Project COMPACT (Career-Oriented Materials for Physics and Contemorary Technology). Project Summary Project COMPACT is continuing to develop, test, and disseminate a new type of application-oriented, integrated curriculum software for SMET education. The project materials employ a "learning situation-focused" approach rather than a conventional domain-centered approach to involve students of various backgrounds and abilities in learning physics, science and technology. The goal is to engage students in exploring learning situations associated with their career objectives. COMPACT'S open-ended software includes an Active Shell, Modeling Activities, Interactive Applets, Problem Solving Tutor, scriptable Instructor's Agent, Interactive Lessons and a tool to design them, Tools for Assessing student progress, and more. The Simulation module is based upon a "real-life situation." It enables students to actively participate in modeling and virtual experimentation and observe the physical processes from macroscopic to microscopic levels. The package includes tools that help teachers assemble a single computer based learning environment from heterogeneous educational resources and the WWW. COMPACT's materials are designed to address a wide audience including: (1) two-year college students enrolled in science, technology and engineering programs, (2) non-science majors seeking scientific and technology literacy in anticipation of workplace demands, and (3) high school students taking physics - in particular those in Tech Prep, School to Career or vocational education programs. The software has a multilevel structure and flexible format to accommodate students with poor backgrounds in science and mathematics, those with some knowledge of algebra and geometry, as well as advanced students. The software may be used in classrooms equipped with stand-alone computers, a local network, or over the Internet for distance learning. ADVANCED TECH EDUCATION PROG CENTRAL & EASTERN EUROPE PROGR DUE EHR Davis, Doyle Yakov Cherner New Hampshire Community Technical College Berlin NH Michael Haney Continuing grant 519480 7412 5979 SMET 9178 1032 0000099 Other Applications NEC 0053287 August 1, 2000 Mayaajitaang: A Tribal College, State University , and Industrial Partnership for Building an Information Technology Workforce in Rural America. Lac Courte Oreilles Ojibwa Community College, (Hayward, WI) and the University of Wisconsin-Superior are forming a partnership to build an asynchronous learning environment in which a complete four-year degree in Information Technology is being offered by both institutions simultaneously as well as two-year programs in the community college. By collaborating in this partnership, and working with businesses and industrial partners, the unique needs of underserved populations are being addressed. The Information Technology program is a shared offering that provides online specializations ranging from certificates in basic computer and Intenet skills to a complete four-year degree. The courses in this program are being mirrored, credit for credit, by each institution so that whatever a student earns at one college transfers to the other college. Faculty and staff of both institutions are developing program content in a collaborative effort where new online courses are being developed and existing synchronous courses are being adapted and made available. A virtual private network is being implemented between the partners in order to allow the development of systems integration of support services. Business and industry are partnering with the higher education institutions to help create the skilled information technology workforce needed to meet their needs and strengthen the economies of the Native American and rural communities served by the colleges. Full accreditation for the program is being sought from the North Central Association of Schools and Colleges. Evaluation and assessment of the development of online content is an ongoing, dynamic process from conceptualization to implementation of curricula that is being documented and published as a model for the development of learning in an asynchronous environment. ADVANCED TECH EDUCATION PROG DUE EHR Furtman, Gregory Victor Piotrowski Jeffrey Ames Lac Courte Oreilles Ojibwa Community College WI Elizabeth Teles Continuing grant 641131 7412 SMET 9178 1032 0000099 Other Applications NEC 0053288 October 1, 2000 Environmental Technology Curriculum Enrichment. This project aims to enhance communication between the community college, university, high schools, industry, and local government in Tucson, Arizona through collaborative multi-level internships, curriculum development and summer high school math and science teacher conferences. Curriculum development includes creation of a "Design for the Environment" general education course for freshman university students and entering technician students. This course is also being offered in local high schools for community college or university credit through co-enrollment programs. It is available on the WEB. A second new course is being developed entitled a "Capstone Technician" course in which community college students work on team laboratory projects, are mentored by local industry, and perform classroom activities that stress ethics and safety. Industrial internships are being offered to teams of engineering and technician students in local industries such as Tucson Electric Power and Raytheon, where they work on "real world" projects. High school teachers shadow and participate in these internships during a three-week institute to learn about current environmental issues. In addition, the high school teachers are developing new science and math modules that can be incorporated into existing math and science courses. These fresh ideas vitalize the teachers and interest students in environmental science and engineering. Furthermore, the student intern teams are visiting the high school classrooms to follow up with the teachers and to perform hands on demonstrations with high school students. The new high school materials are being disseminated locally at a three-day high school teacher conference. The community college and university course materials are being disseminated via CD-ROM and video at national meetings and via the WEB. Program evaluation is occurring internally by the evaluation group at the University of Arizona, and externally by NSF sponsored groups such as Project MTS at Western Michigan University. ADVANCED TECH EDUCATION PROG DUE EHR Ogden, Gregory Pima County Community College District AZ Harry Ungar Standard Grant 320000 7412 SMET 9178 1032 0000099 Other Applications NEC 0053290 July 1, 2000 Expansion of Undergraduate Geographic Information System (GIS) Training and Experiential Learning Opportunities. This southwestern project addresses the growing employment demand for trained Geographic Information Systems (GIS) technicians and analysts. This project also focuses on state-of-the-art GIS curriculum development incorporating work-based SCANS competencies and career-pathways into GIS degree programs. Research-based findings in technology education and minority student success, career pathways and project-based laboratory experiences form the basis for the further development of national skill standards. The objectives for the project include the: 1) Development of a series of work-based laboratory exercises that are employer-driven exposing students to the problems associated with the design and collection of reliable and accurate data sets using GPS and GIS programs; 2) Training of area secondary school faculty in the application of GIS and GPS as they apply to a variety of occupations that incorporate GIS components into current Technical Preparation agreements; 3) Increasing the number of rurally-isolated, minority secondary students who choose to participate in post-secondary GIS/GPS training for employment in currently unfilled GIS positions; 4) Working with the leading GIS and GPS software companies in the development of industry-based skill standards; and 5) Sharing the curriculum developed with other colleges and NSF. ADVANCED TECH EDUCATION PROG DUE EHR Ortego, Sheila Craig Watts Santa Fe Community College NM Jill K. Singer Standard Grant 141101 7412 SMET 9178 1032 0000099 Other Applications NEC 0053291 June 15, 2000 Teaching Molecular Biology and Bioinformatics in Community Colleges. Project Summary This project is improving the instructional capabilities of community colleges in genomic technologies. The products of this project, through the efforts of and collaborations with community college instructors, are easily accessible and readily updated instructional materials as well as community college instructors who are prepared to use them. Previous efforts were extremely successful in helping to educate community college instructors on the basic technologies that impact biotechnology-related research and in helping them to integrate appropriate courses and laboratories into their curricula. This project is facilitating expansion of the work begun under the current program that established a regional coalition among community colleges and UC Davis focused on the development of educational activities in molecular biology, genomics, and related scientific disciplines. The program is developing core curriculum material for community college faculty in the areas of modern biotechnology, genomics, functional genomics, and bioinformatics. The program offers week-long summer institutes in Molecular Biology and Molecular Diagnostics in which the principles of molecular biology and molecular diagnostics and their application in biotechnology are introduced. A new institute titled Functional Genomics and bioinformatics is being initiated. Bioinformatics is a very timely and appropriate topic for community colleges as it builds on the present and expanding skills in molecular biology, which our previous efforts have helped to foster, and on the computer science emphasis already in place at most community colleges. It is clear that there will be many career opportunities for graduates with bioinformatics training in the new millenium. Texts, manuals, laboratory kits, and other instructional materials are being made available for community college and high school instructors. Where possible, material is downloadable from the program web site to allow easy acess and rapid dissemination. http://universityextension.ucdavis.edu/molbio/biotech,htin ADVANCED TECH EDUCATION PROG DUE EHR Bruening, George Martina Newell-McGloughlin Judith Kjelstrom Margaret Wilcox University of California-Davis CA V. Celeste Carter Standard Grant 150000 7412 SMET 9178 1032 0000099 Other Applications NEC 0053294 June 1, 2000 Integrating Academic and Technical Education for Advanced Technological Careers. This project expands the work begun in a previous NSF supported project to create a curriculum that integrates academic and technical education and that meets both national academic and industry skill standards. In an earlier project Education Development Center, Inc. (EDC), Baltimore City Community College (BCCC) and Southern High School in Baltimore partnered to create an integrated biology/biotechnology high school curriculum unit, and pilot tested it in biology and biotechnology classes. The unit weaves together readings, activities, discussions and analyses, emphasizing a conceptual understanding of scientific principles with laboratories that stress biotechnology skills, the ability to perform technical procedures, and an understanding of the scientific basis of experiments. The curriculum relates learning to careers and real-life work. The goal of that project was to broaden the learning of both academic and technical students. Academic students conduct laboratory experiments, develop technical skills and learn about real life uses of these in occupations, careers and work places. Technical students learn more about the concepts, theories and history underlying the technical skills they develop. This new project extends these goals by field testing this first unit (to obtain more empirical data about student outcomes). The project is also developing a second unit covering topics related to those of the first unit, and following the same format of the first unit. The two units are being pilot-tested together in several high schools (in biology and biotechnology courses) in the greater Baltimore area. Consultants from industry, 2-year colleges, and 4-year colleges are validating the units in terms of their suitability in preparing students for college level work, and providing skills required in the high-skilled workforce. Teacher guides, student books, videos of practitioner role models in workplaces, and scenarios for instruction and assessment, are being produced. High school teachers are being trained in the new curriculum and in related pedagogy. ADVANCED TECH EDUCATION PROG DUE EHR Leff, Judith Kathleen Norris Education Development Center MA Gerhard L. Salinger Continuing grant 889066 7412 SMET 9178 1032 0000099 Other Applications NEC 0053296 June 1, 2000 A Biotechnology Curriculum and Teacher Education Project for High Schools. PROJECT SUMMARY This project trains teachers and puts a biotechnology course in each of the high school campuses of Austin Independent School District, expanding into the suburban and rural school districts nearby. The first step is the establishment of an Advisory Committee composed of academic and industry representatives, and the establishment of a Curriculum Review Committee. This Committee reviews the Introduction to Biotechnology course taught at Austin Community College (ACC), and makes recommendations for its revision so it can be successfully adapted to the high schools. High school teachers are presenting a pilot biotechnology course in four Austin high schools. A Summer Institute expands the pool of qualified teachers. This Institute is a three week experience with three points of entry depending on the teacher's experience. Pre-service teachers from area universities, entering the first week with novice teachers, are matched with in-service teachers. This training prepares inservice teachers to teach biotechnology on their home campuses throughout Austin. The teachers are supported by the establishment of a Biotechnology Center, a "lending library" of equipment and reagents in the form of kits. These kits are maintained by biotechnology interns from ACC and delivered to the campuses at the teacher's request. Pre-service teachers from the Summer Institute travel with kits to their matched teachers' classrooms. As the network expands, school districts unable to establish Centers are being shown how to use materials-at-hand to teach project-based curricula. An important result of this project is a pipeline of students entering biotechnology programs and industry. ADVANCED TECH EDUCATION PROG DUE EHR Fletcher, Linnea Alice Sessions Peggy Maher Austin Community College TX Duncan E. McBride Standard Grant 411866 7412 SMET 9178 7204 1032 0000099 Other Applications NEC 0053300 June 1, 2000 Materials-Joining: Advanced Technologies for Tommorrow's Manufacturing Workforce. The Portland Community College "Materials-Joining: Advanced Technologies for Tomorrow's Manufacturing Workforce" project is an innovative means to prepare two-year technology and high schools students and their faculty for the more sophisticated and highly automated workplace environments of the near future. Specifically, the intent is to expose community college and high school students to advanced concepts in metals joining technology by integrating the newest joining processes in manufacturing with classroom studies in mathematics, physics, materials science, and computer science. To achieve this goal, several new courses are being developed, to be capped by a laboratory experience entitled "Advances in Joining Science." This capstone experience is familiarizing students with fundamental metal joining principles and practices. The project employs a flexible delivery system, with emphasis on contextualized learning. A hands-on approach to investigating new technology with a concrete science platform is thus being offered students as a unique way of exploring re-engineering concepts. ADVANCED TECH EDUCATION PROG DUE EHR Scott, Matthew Jack Devletian Brian Davis James Hall Steve Walmer Portland Community College OR Kenneth Lee Gentili Standard Grant 547787 7412 SMET 9178 1032 0000099 Other Applications NEC 0053303 September 1, 2000 Tribal Environmental and Natural Resources Management Program. Northwest Indian College, in collaboration with three other post secondary institutions, three Tribes, three ATE Centers, three professional societies and the Northwest Indian Fisheries Commission, is pursuing a three-year Adaptation and Implementation project to adapt and expand its highly successful NSF funded Tribal Environmental and Natural Resources Management pilot project for a two year AAS degree program. This new project provides a launching pad for Native American students to pursue a four year degree in enviromnental sciences at one of the several participating four- year institutions, or to access environmental technician and management positions at the 40 Tribes within the region. The pilot project was one of a very few in the country to teach Environmental Technology from a Native perspective, and the only one to focus on Marine science. It developed and pilot tested cohort-based integrated curriculum, infused with Native examples and Native American traditional perspectives, deeply infusing into the curriculum Native environmental issues that are vitally important to Tribes. Addressing the Tribes' expressed needs, and with the continuous input of Tribal communities and representatives on the Advisory Committee are the foundation of this project. The TENRM pilot project produced student retention rates over two years of over 71 % -- the highest of any program ever developed by Northwest Indian College. This new project expands the successful pilot effort to meet Tribal needs for Natural Resources Managers and technicians who are well-grounded in the natural sciences of their field, comfortable with emerging technologies, and cognizant and respectful of the Native worldview. ADVANCED TECH EDUCATION PROG DUE EHR Williams, Ted Northwest Indian College WA Elizabeth Teles Standard Grant 589349 7412 SMET 9178 1032 0000099 Other Applications NEC 0053307 August 1, 2000 Histologic Technician Education Program. Mt. San Antonio College is developing a histologic technician program designed to educate and train students to efficiently prepare tissue samples for microscopic examination by a pathologist or research scientist. The project is developing this program as an alternate path for students enrolled in the Biology curriculum for university transfer or technical programs. Existing supporting curricula include Anatomy, Physiology and Microbiology from the Biology Department and Introductory and General Chemistry from the Chemistry Department 1-4 . Histology, Laboratory Basics for Histotechnicians, and Histotechniques 1-4 are being developed as new curricula through the Department of Biological Sciences. Histochemistry and Immunohistochemistryly curricula are being developed in collaboration with the Department of Chemistry. A program of this type does not currently exist in California and supports a variety of disciplines. Local employers express a critical need for this program and are participating in its development. Employers are donating equipment, forming partnerships, and recruiting students. Mt. San Antonio College is providing funds for the purchase of half of the equipment required for the program, funds for supplies, and faculty salaries. National and California Societies of Histotechnology, and directors from programs across the US have guided development of this program which is being evaluated by The National Accrediting Agency for Clinical Laboratory Standards and The American Society of Clinical Pathologists (ASCP) Board of Registry. ADVANCED TECH EDUCATION PROG DUE EHR Pascoe, Virginia William Waggener Elizabeth Adams Cynthia Anderson Elizabeth Bui Louis Shainberg Mount San Antonio College CA David B. Campbell Continuing grant 514281 7412 SMET 9178 1032 0000099 Other Applications NEC 0053308 May 1, 2000 Strengthening Aquatice Science Programs in Secondary and Postsecondary Schools Using Distance Education Technologies. Project Summary Gadsden State Community College (GSCC), in partnership with Auburn University, is expanding its NSF-funded, one-year pilot program in order to improve aquatic science education at GSCC and in high schools located in rural East and West Alabama. The project: (1) allows existing educational resources to be used more efficiently; (2) increases the quality of aquatic science education in rural high schools; (3) increases the technical proficiency of secondary school teachers; (4) improves the technical quality and reputation of GSCC's Aquatic Sciences Program; and (5) increases recruitment, retention, and placement of students in technical careers in the aquatic sciences, especially the aquaculture industry. These goals are being achieved, in part, by installing recirculating systems in high schools. A core group of secondary teachers are participating in technical workshops. Self-sufficiency among teachers and their classes is being accelerated by the establishment of an electronic network with the focus on the improvement of aquatic science education and career preparation through distance education and locating intern positions for students within the private sector. Six high schools have a tilapia recirculating system and 20 secondary teachers have increased their technical knowledge and teaching capacity. GSCC has developed a 2-year terminal associate degree program and a transfer associate degree program in aquaculture technology. ADVANCED TECH EDUCATION PROG DUE EHR Simpson, John Leonard Vining David Cline Edward Donlon Douglas Caddell Gadsden State Community College AL Elizabeth Teles Standard Grant 44913 7412 SMET 9178 1032 0000099 Other Applications NEC 0053310 July 1, 2000 Rural Access to Technical Education. The University of Alaska Southeast-Sitka Campus (UAS) two-year project to Enhance Rural Access to Advanced Technology Education in Alaska builds on a just completed DUE ATE funded Rural Alaska Environmental Education Project. The project is creating specific comprehensive teaching/learning materials in environmental technology education for rural high schools; developing and supporting active, hands-on teaming in rural settings; and, enhancing distributive teaming in support of the post-secondary environmental technology curriculum at the University of Alaska Southeast. The project provides a Rural Technical Educator to develop, supervise, and support job-shadowing, mentoring and on-site technical experiences at local facilities(water and wastewater treatment). The project is also enhancing access to technical resources by developing an interactive CD-ROM for high school students addressing the technology of sanitation and environmental issues. The Rural Technical Educator supports associate degree distance students in the remote villages. The Rural Educator is also supporting rural high school teachers in the use of the newly developed instructional materials and conducting summer institutes for the teachers. ADVANCED TECH EDUCATION PROG DUE EHR Carnegie, John University of Alaska Southeast Juneau Campus AK Harry Ungar Continuing grant 575446 7412 SMET 9178 1032 0000099 Other Applications NEC 0070835 August 1, 2000 Enhacement of Materials Technology for Manufacturing. Materials technology and science are an integral part of the manufacturing process and a key area of technician education. However, many academic and vocational instructors do not have experience in new materials technologies. To meet the materials training and curriculum requirements of high school and community college technology instructors, a curriculum and training center for Enhancement of Materials Technology for manufacturing (EMTECH) is being established at Edmonds Community College (EdCC), in Lynnwood, Washington. The project builds upon prior work in the areas of curriculum development, teacher training and student programs in Materials Technology, and upon participants' input from related NSF ATE Projects. In addition to a permanent facility at EdCC, EMTECH is utilizing facilities at high schools, community colleges, universities, professional organizations, and industry located throughout the nation as required for training and special workshops. Teacher training workshops are being held at three partner community colleges: Metropolitan Community Colleges, Kansas City, Missouri, Sinclair Community College, Dayton, Ohio; and Hudson Valley Community College, Troy, New York. The proposed project includes a clearinghouse to provide instructors nationally with the resources needed to help their students make better design and manufacturing process choices. These resources are being provided through workshops, field trips, curriculum development and materials, professional society and industry contacts, and Internet web pages. ADVANCED TECH EDUCATION PROG DUE EHR Rusin, John Thomas Stoebe Edmonds Community College WA Krishna Vedula Continuing grant 1050000 7412 SMET 9178 1032 0000099 Other Applications NEC 0070910 February 15, 2001 A Two Year College Cooperative Applied Research Initiative for Faculty and Students in the Engineering and Science Technologies. Project Summary The goal of this project is to enrich a vital yet historically neglected segment of the science and technology education community. Rooted in a collaborative effort among Alfred State College, Jamestown Community College, Corning Incorporated, and Brookhaven National Laboratory (BNL), the intent is to create an accessible, self-perpetuating, 'real world' capstone experience for students in isolated, rural two-year colleges. The four institutions will partner to develop lead teams composed of student and faculty collaborators who will participate in two consecutive summer internships at BNL. The various teams, drawn from the participating colleges, will work on problems selected by staff members at both Corning and BNL. Problems will span the gamut from computer science to biotechnology and will take advantage of capabilities unique to BNL or Corning: notably a scientific visualization facility, advanced scientific instruments, and cutting edge material science. Following internship, the lead teams will transmit and transport these projects to their home campuses, and will involve other faculty and students. This project will represent a next step in distance education. It creates an extended learning community which emphasizes campus-based, real time interactions among participants at different sites. The early projects will involve construction of scientific visualization facilities at the two campuses and mastery of selected measurement techniques at BNL. Later projects win focus on problems for which a combination of measurement capabilities and visualization technology are uniquely helpful. The project addresses the DUE themes of technical experiences for students and faculty in a real world setting, faculty development, and integration of technology in education. ADVANCED TECH EDUCATION PROG DUE EHR Fong, Gerald Arnold Peskin Marie Plumb SUNY College of Technology Alfred NY Michael Haney Standard Grant 333252 7412 SMET 9178 7204 1032 0000099 Other Applications NEC 0070982 July 1, 2000 Deaf Initiative in Information Technology (DIIT). This project provides retraining workshops to deaf and hard-of-hearing adults in the information technology (IT) field, clusters these workshops into a certificate program, and modifies the workshops into undergraduate courses. A critical national need exists for individuals trained in IT and for constant upgrading of their skills. Deaf and hard-of-hearing IT professionals have difficulty in obtaining training and skills development that meets their communication and learning style needs, even with an interpreter. The sponsoring institution is a two-year technical college for deaf and hard-of-hearing students. It was established to reverse the long history of underemployment and unemployment among our nation's deaf and hard-of-hearing citizens. The project provides funds for professional development for the entire faculty. This time is used to enhance IT skills, develop curricula and offer IT workshops to deaf and hard-of-hearing adults already in the national workforce or preparing for IT employment. The project establishes a new computer laboratory to support workshop activities, and to allow faculty to incorporate new information technology material into the full-time undergraduate curriculum. ADVANCED TECH EDUCATION PROG DUE EHR Lange, Donna Don Beil Rochester Institute of Tech NY Kenneth Lee Gentili Continuing grant 526322 7412 SMET 9178 1032 0000099 Other Applications NEC 0071014 May 15, 2000 Virtual Laboratory for Training Machine-tool Building and Maintenance Technicians. This project is developing and testing a virtual laboratory via the Internet to enhance the comprehension of the interdisciplinary nature of machine tool building and maintenance technology, to reduce costs by maximizing the adaptiveness of the curriculum, to enhance learning efficiency in a multimedia and multi-intelligence approach (Gardner,1993), and to improve laboratory safety with minimized environmental hazards. A coalition of a two-year college, a four-year university, a community-based technology center, professional associations, and partners from the multimedia software and machine tool industry are working together on the project. The expected outcomes are three simulation modules, each targeting a particular aspect of machine tool building and maintenance technologies that will supplement and complement the existing machine technology curriculum in the nation's two-year associate degree programs. A comprehensive and independent evaluation is being conducted prior to national dissemination via both the Internet and CD-ROM to two-year colleges, high schools and other community based training centers throughout the nation. Pre- and post-tests are being used to evaluate the effect of the proposed multimedia modules on students' attitudes and learning. A diverse cohort of two-year college students, including women and minorities, are participating in the field tests as control and test groups. A national workshop is being developed to help faculty members learn how to use the modules and to develop "customized" modules for themselves. ADVANCED TECH EDUCATION PROG DUE EHR Song, Xueshu Radha Balamuralikrishna Philip Pilcher Charles Billman Northern Illinois University IL Kenneth Lee Gentili Standard Grant 500000 7412 SMET 9178 1032 0000099 Other Applications NEC 0071047 June 1, 2000 Southeast Center for Networking and Information Technology Education. The Southeast Center for Networking and Information Technology Education (the Center) is promoting the development of curricula, processes, and infrastructure to improve programs and 'create a statewide delivery system to educate and train technicians to meet workforce shortages in computer networking and information technology (IT). The Center involves a statewide partnership of educational institutions (two community colleges, three school systems and two state universities) and industry participants. The Center is jointly managed by Daytona Community College and Seminole Community College. The Center is working to achieve the following objectives and outcomes: (a) Incorporate best-of-breed IT workforce curricula with current industry certification requirements to develop integrated networking and IT curricula that provide seamless K-1 6 articulation with multiple occupational exit points and incumbent worker education opportunities. (b) Develop and conduct Teach the Teacher (T3) in-service and faculty development in a technologically-integrated format to disseminate IT instructional resources and facilitate curricula adaptation and course delivery. (c) Leverage industry partnerships to provide ongoing support to the Center, determine training requirements, create and validate curricula, and provide student and faculty internships. (d) Encourage diversity in the workforce by developing marketing collateral to be used by educational institutions to generate IT career awareness and recruit students from under-represented populations, i.e. women, minorities, and non-traditional students. ADVANCED TECH EDUCATION PROG DUE EHR Williams, Bob Alex Kajstura Angela Kersenbrock Bettye Parham Craig Tidwell Daytona Beach Community College FL Elizabeth Teles Continuing grant 2999800 7412 SMET 9178 1032 0000099 Other Applications NEC 0071062 July 1, 2000 Innovative training for biotechnologists through coordinated curricula and partnerships with industry and academia. The object of this project is to educate biotechnologists who not only understand how to perform sophisticated techniques, but who also can more quickly provide their employers with improved productivity because they understand the molecular theory behind these laboratory procedures. Two major concerns being addressed by the project are insufficient scientific preparedness of high school graduates entering two-year technical programs and the need for structured involvement of industrial and academic laboratories in the education of these technicians. To address these concerns, the project is: a. aligning the secondary school requirements with post-secondary education biotechnology curriculum; b. familiarizing secondary teachers with current techniques in the field as they pertain to the high school curriculum; c. providing opportunities for high school classes to conduct laboratory exercises using materials and/or equipment unavailable in high school laboratories; d. developing summer courses for potential biotechnology students; e. involving academic and industrial partners in student training and curricula development; and f. ensuring access for groups underrepresented in this field. The methods are improving science education at the secondary level, helping to satisfy the needs of industry and academic laboratories for qualified technicians, and broadening the participation of underrepresented groups in this field including women, persons with disabilities, and students from lower socioeconomic backgrounds in rural New England. ADVANCED TECH EDUCATION PROG DUE EHR Gnagey, Ann Vermont Technical College VT David B. Campbell Standard Grant 183206 7412 SMET 9178 1032 0000099 Other Applications NEC 0071067 April 15, 2000 A Computer-Based Assesment Model of Distance Education for Computer and Information Technology Education. PROJECT SUMMARY This project demonstrates methods to accelerate the preparation of computing professionals for upward mobility in the fields of computer and information technology through vendor certifications and college degree completion. The methodology also has the potential to level the playing field for access to technology education opportunity and associated employment opportunities by making delivery of affordable technical education neutral to the diversity of the client base. The project focuses on demonstrating that access to and proficiency in post-secondary computer and information technology education can be enhanced significantly through distance education via computer, specifically the World Wide Web, and outcomes-based assessment via computer based testing. Project activities culminate with the award of the Regents College Associate in Science degree in Computer Information Systems. Project participants earn general education credits through examinations offered by Regents College and technical credits by examinations such as those offered by the Institute for the Certification of Computer Professionals (ICCP). Students also are able to apply credits earned by examinations for various IT vendor certifications, e.g., Microsoft, CompTIA, Novell. All examinations are administered through a national network of examination delivery centers. Examination preparation is available on line through specially developed guided learning modules in self-paced and facilitated modes. The primary strategy is to use the Regents College model of the virtual university that stresses assessment versus instructional approaches for degree programs at the associate and baccalaureate levels in computer and information technology. As computer platforms and the Internet's World Wide Web become more prevalent as vehicles for educational delivery and assessment, these innovative programs of educational delivery at virtual universities will offer solutions to the looming crisis in engineering and technology employment. This project relies on the increasing access to personal computers and the Internet now documented. With that, the proposed approach offers opportunities that are particularly vital to training displace workers and those historically underserved and underrepresented in technical higher education. The project seeks to create a replicable model of use to other distance learning based programs and institutions. ADVANCED TECH EDUCATION PROG DUE EHR Atkins, Jerome David Brigham Excelsior College NY R. Corby Hovis Continuing grant 170492 7412 SMET 9178 1032 0000099 Other Applications NEC 0071079 July 1, 2000 Completing the Curriculum: Modular Manufacturing Education Model for Advanced Manufacturing Education. This project addresses the need to produce a highly skilled, technically competent workforce to meet the technological, communication, and teamwork requirements that local, regional, national, and global economies are demanding. The objective is to complete the final 39 modules of a curriculum begun in 1995 that will be a model modularized curriculum for the Associate in Applied Science degree in Manufacturing Engineering Technology. The advantage of the modular structure is that students benefit from learning by hands-on experience, solving problems, using communication skills, and practicing teamwork as they learn technical skills. Activities focus on creating and pilot testing modules in nine cluster areas-Science; Math; Humanities, Communication, and Teamwork; and six manufacturing oriented clusters. To develop the modules and reach the target audiences, Sinclair Community College, a public two-year college in Dayton, Ohio, is partnering with the University of Dayton, a private, four-year institution. ADVANCED TECH EDUCATION PROG DUE EHR Pfarr, Monica James Houdeshell Shepherd Anderson Robert Mott Gilah Pomeranz Sinclair Community College OH Elizabeth Teles Continuing grant 1811284 7412 SMET 9178 1032 0000099 Other Applications NEC 0071085 October 1, 2000 Lee College Center for Fieldbus and Process Control Systems Maintenance Education. This project is creating a partnership to develop curriculum concurrently with emerging technology for Fieldbus and Process Control Systems (PCS) Maintenance Education. This partnership of higher education institutions and national industries is writing curriculum modules that interrelate the technical programs of computer maintenance and networking, electrical, instrumentation, and process technologies because these programs are affected by industries that focus on process and computer network technologies. Faculty enhancement activities are assuring that faculty and teachers in the consortium are prepared to teach the courses. Another important aspect of the Center is the creation of laboratories that duplicate the working arrangements for technicians. These laboratories serve students and industry as applied research facilities that emulate an actual working site rather than an academic laboratory. The educational partners represent both school districts and institutions of higher education. Some of them are Lamar University, College of the Mainland, and Del Mar College in Corpus Christi, Texas. Some of the 21 industry partners supporting the Center are Bayer Corporation, DuPont, Exxon USA, Fisher-Rosemont, Kellogg Brown & Root, and Siemens Energy & Automation. ADVANCED TECH EDUCATION PROG DUE EHR Carter, Chuck Mike Stickney William Oaks Lee College TX Elizabeth Teles Continuing grant 1800000 7412 SMET 9178 1032 0000099 Other Applications NEC 0071093 May 1, 2000 Making Math Meaningful Through Workplace Research. Mathematical Sciences (21) This project is enhancing the two-year mathematics curriculum by providing teachers with classroom ready materials that demonstrate real applications of mathematics and inform teachers and students about jobs in industry and the mathematical skills used in those jobs. The principal investigators are conducting four summer workshops (two each summer) for secondary and community college mathematics faculty. During these workshops faculty teams, consisting of investigators and workshop participants, are visiting industries to see first hand how graduates of two-year AAS programs are using mathematics. The graduates are interviewed and videotaped as they explain and demonstrate how mathematical concepts and methodologies are used and how problems are resolved in their jobs. Based on the visit and the mathematical topics discussed, a series of snapshots, video clips, and accompanying worksheets are being developed and packaged both on a CD and for distribution via the Internet. Information about the project is being presented at local, state and national conferences. ADVANCED TECH EDUCATION PROG DUE EHR Williford, Louis Robert Kimball Waleter McCarter Margaret Hairston Wake Technical Community College NC Elizabeth Teles Standard Grant 296230 7412 SMET 9178 1032 0000099 Other Applications NEC 0071101 May 1, 2000 Mississippi Earth Science Applications Project. Project Summary Agriculture remains an economic juggernaut in the Lower Mississippi River Delta region. This region has traditionally been one of America's most prolific producers of cotton, rice, soybeans, and other major agricultural products. In the 90's, agricultural producers have faced one of the most severe depressions in American history. However, recent developments in plant pathology and availability of advanced technologies such as remote sensing, global positioning systems (GPS) and geographic information systems (GIS) have the potential to greatly improve agricultural productivity and enhance crop yields. The rapid application of science and information technology have dramatically changed the way producers, including farmers, bring their products to the marketplace. However, farmers remain reluctant to invest heavily in 'precision farming' without knowing that they will have a steady stream of highly qualified, technically proficient workers capable of utilizing the technology to make decisions. Mississippi Delta Community College in collaboration with industry leaders, Mississippi State University, NASA, and the Delta Research Experiment Center are developing and implementing a curriculum in Spatial Information Systems (SIS) leading to the Associate degree. Through input from the training partners, the curriculum is being developed around short-term and long-term industry needs for an Advanced Agricultural Specialist. The SIS program is developing students' basic competencies, workplace values, and technological awareness, and competency through faculty and instructor enhancement internships, classroom experiences, and student internships. Articulation of curricula from two-year to four-year levels is also a project component. The curriculum is transferable to other community colleges with similar needs. ADVANCED TECH EDUCATION PROG DUE EHR Williams, John James Smith Charles Lee Allen Clark Mississippi Delta Community College MS Jill K. Singer Standard Grant 400093 7412 SMET 9178 1032 0000099 Other Applications NEC 0071103 July 1, 2000 Image and Marketing of Engineering Technology Education. This project is implementing the image and marketing recommendations from "A National Agenda for the Future of Engineering Technician Education" published January 1997 by Sinclair Community College. The goal is to create a strong, positive image of engineering technology education, to market that image to prospective students, and ultimately encourage more students to enter the profession. The objectives are to: (1) identify components of a strong, positive image of engineering technology education, (2) develop a comprehensive marketing plan to convey this image to prospective students (3) produce appropriate marketing materials to improve the nationwide image of engineering technology careers, and (4) disseminate products on a national basis. In this project, Sinclair Community College is partnering with the American Society for Engineering Education/Engineering Technology Council, Middlesex County College, Motorola University (a division of the Motorola Corporation), the University of Central Florida, and the University of Dayton, Engineering Technology Department. Additional community colleges across the country are pilot testing and disseminating the materials produced. ADVANCED TECH EDUCATION PROG DUE EHR Sehi, George Jack Waintraub Lawrence Wolf Richard Denning Robert Mott Sinclair Community College OH Elizabeth Teles Standard Grant 299674 7412 SMET 9178 1032 0000099 Other Applications NEC 0071147 July 1, 2000 Agroforestry and Forest Ecosystem Managment. This project is developing, implementing, and disseminating an enhanced two-year curriculum leading to a Certificate in Agroforestry and Forest Ecosystem Management Technician (A.S.) at Hawaii Community College. A need exists in Hawaii for workers with a two-year Technician Certificate in agroforestry and forest ecosystem management. These include jobs with government agencies, private industry and small mixed forestry and agricultural operations. The curriculum is focusing on Hawaii, but is transferable to other areas in the tropical Pacific. Products include publishable course materials that are being disseminated statewide and nationally. A significant part of the Certificate program is internships with partners in government agencies and the private industry. Women, Hawaiians and other minority students make up a significant proportion of the enrollment, and specific efforts are being made to attract these students into the program through high school recruitment and publicity aimed at the target population. The program collaborates with the State of Hawaii's Forestry and Communities Initiative, the Workforce Development Council of the State Department of Labor and Industrial Relations, Hawaii School-to-Work Program, University of Hawaii Hilo College of Agriculture, Forestry and Natural Resource Management, the University of Hawaii Hilo Ecology and Evolution program, and University of Hawaii College of Agriculture and Human Resources at the Manoa campus in Honolulu. The project is working in synergy with the Northwest Center for Sustainable Resources to collaborate on materials, share information and disseminate results nationally. ADVANCED TECH EDUCATION PROG DUE EHR Stone, Fred University of Hawaii HI David B. Campbell Standard Grant 285477 7412 SMET 9178 1032 0000099 Other Applications NEC 0071636 July 1, 2000 Computer Science, Engineering, and Mathematics Scholarships Program. A major reason cited for underrepresentation of low income students, especially women, minorities, and students with disabilities, in Montgomery County Community College's associate degree programs in computer science, engineering, and mathematics is financial. To increase enrollment of academically talented but low income students in these fields, MCCC proposes a Computer Science, Engineering and Mathematics (CSEMS) Scholarship Program to assist interested students in meeting both college costs and daily living expenses and attaining academic success. Two Principal Investigators, the Deans of Academic Affairs and of Student Affairs, will oversee the scholarship administration. Their selection committee comprised of faculty from relevant disciplines, financial aid and counseling will choose recipients based on their Pell eligibility as verified by Financial Aid, citizenship or qualified alien status, full time enrollment in associate degree in CSEMS programs, and 3.0 or higher college or high school grade point averages as verified by Admissions & Records. Applicants' descriptions of extra-curricular activities, employment, and reasons for choosing CSEMS programs will assist assessment of their motivation and potential. Assigned counselors will monitor progress and use of academic and student services and submit reports at the end of each semester to PIs who will certify continuing eligibility. Expected outcomes: increased enrollments of low income, academically talented students in CSEMS fields; enhanced persistence and performance; successful degree completion and direct application of learned skills in employment or through transfer; and ensured program continuation, will be measured by graduation rates, overall grade point averages, and success in obtaining employment in their field or transferring to four year institutions. S-STEM:SCHLR SCI TECH ENG&MATH DUE EHR Bachmann, Peter Montgomery County Community College PA Pratibha Varma-Nelson Standard Grant 426240 1536 SMET 9178 1536 0000099 Other Applications NEC 0080321 June 1, 2000 2000 NSF Project Showcase. Engineering - Other (59) The American Society for Engineering Education (ASEE) is holding the NSF Project Showcase at the 2000 ASEE Annual Conference and Exposition in St. Louis, Missouri. The NSF Project Showcase has been part of the ASEE conference since 1995. The current project consists of exhibit booths showcasing projects sponsored by the Course, Curriculum, and Laboratory Improvement and other programs. The Showcase allows conference attendees to see a cross section of effective funded projects that can be adapted into the classroom. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Huband, Frank American Society For Engineering Education DC Rogers E. Salters Standard Grant 30120 7428 SMET 9178 7428 0000099 Other Applications NEC 0083251 May 15, 2000 Building Quantitative Skills of Students in Geoscience Courses: An NAGT Workshop to Examine Successful Practices and Promote Course and Curricular Revision. Geology (42) This award supports a workshop, Building the Quantitative Skills of Students in Geoscience Courses, that will be offered in the summer of 2000. In the last century, the geosciences have changed from being a predominantly descriptive to a more quantitative science. However, many geoscience courses, particularly those at the entry-level, are non-quantitative, many faculty have little experience in effectively incorporating quantitative exercises into entry-level courses, and many students do not feel confident about their ability to use mathematics to solve geoscience problems or to make well-informed decisions as effective citizens. Thus, a central question facing geoscience education is the role of quantitative skills development in geoscience courses. The National Association of Geoscience Teachers workshop will provide an opportunity for participants to learn about best practices and current issues in building the quantitative skills of non-majors and majors, revise a particular course to more effectively use quantitative problems to promote deeper understanding of geoscience, develop specific activities and assignments for that particular course that engage students, and address other issues associated with teaching mathematical skills in context. Workshop presenters will share inquiry-based activities and assignments that are data-rich and promote active learning. Workshop participants will leave the workshop with specific strategies for developing, implementing, and assessing exercises that will build the quantitative skills of students and use effective pedagogies, all with an aim of improving student learning in geoscience courses. The workshop participants include geoscience and mathematics faculty members from a variety of institutions, including two-year institutions, and some geoscience graduate students. Participants are strongly encouraged to attend in teams that might include faculty members from paired two-year and four-year schools, geoscience and mathematics education faculty from the same institution, or a graduate teaching assistant and a geology faculty member. Presenters include geoscience and mathematics faculty from two-year and four-year colleges/universities. Issues addressed in the workshop include the specific quantitative skills to be developed, strategies to most effectively teach such skills, standards for teaching mathematics developed by the mathematics and mathematics education community, examples of best practices with a particular emphasis on entry-level geoscience courses, strategies to support students in learning more quantitative skills, and models for collaboration between geoscience and mathematics/mathematics education programs, various assessment strategies, and other related topics. Following the workshop, participants and presenters will submit activities, assignments, and problems sets to be included in an electronic publication to enable wide dissemination of workshop results. CCLI-NATIONAL DISSEMINATION EDUCATION AND HUMAN RESOURCES DUE EHR Macdonald, R. Heather College of William and Mary VA Keith A. Sverdrup Standard Grant 114322 7429 1575 SMET 9178 7429 0000099 Other Applications NEC 0084152 July 1, 2000 Special Project: DLESE Leadership Workshop--Building the Community. Earth Systems Science (40) This special project will support the Digital Library for Earth System Education (DLESE) Leadership Workshop: Building the Community. The purpose of this workshop is to inform leaders in the Earth system education community about the National SME&TE Digital Library initiative, and ongoing work in the development of DLESE. The workshop will also provide a forum to obtain feedback from community leaders that will be used in the design and development of DLESE collections, services, and related functions. Workshop activities will include hands-on demonstration of successful computer-assisted learning activities, networking and community building activities across all interests in Earth system education, and focus groups to become acquainted with the work of the DLESE Users, Collections, services, and Technology Committees. Participants will be provided with information and tools to become regular users of, and contributors to, DLESE functions, and to recruit broader participation among their home constituencies. Participants will be invited from among the leaders of Earth system education from K-12, undergraduate, and community outreach instructional settings. the outcomes of the workshop will be posted on the DLESE webpage (www.dlese.org), and reported in newsletters of professional societies. This workshop will be the first opportunity to engage the full spectrum of Earth system educators in the development of DLESE. CCLI-EDUCATIONAL MATERIALS DEV EDUCATION AND HUMAN RESOURCES DUE EHR Mogk, David Montana State University MT William C. Beston Standard Grant 138472 7427 1575 SMET 9178 7427 0000099 Other Applications NEC 0084434 September 1, 2000 Evaluation of the Arizona Collaborative for Excellence in the Preparation of Teachers Project.. This project evaluates the Arizona Collaborative for Excellence in the preparation of Teachers (ACEPT). It investigates the more lasting impact of the project on the community and the teachers trained through the project. This includes assessment of the impact of early reforms and more recent reforms and assessment of the effect on ACEPT graduates and their students. The project determines the impact on shaping the way graduates teach K-12 science and mathematics, whether or not reformed teaching methods significantly improve student achievement, and the change in the nature of college and university level instruction. The project tests hypotheses about why some teachers readily embrace reformed teaching methods while others remain resistant. This project provides valuable measurement instruments that can be used by other projects and data that helps in assessment of the impact of ACEPT and the CETP program. TEACHER PREPARATION PROGRAM DUE EHR Lawson, Anton Arizona State University AZ Joan T Prival Standard Grant 606229 7348 SMET 9177 9103 0000099 Other Applications NEC 0085345 September 1, 2000 Marine Advanced Technology Education (MATE) Center. The MATE Center is building upon its past achievements in order to increase its impact on marine technology education and enhance student preparation for marine technology careers. In light of the national need for a well-prepared technical workforce and the changing ways in which society views technician work, MATE is building partnerships and collaborations that improve marine technical education and increase public awareness of technical education and career opportunities. They are also developing or enhancing model marine technology associate degree programs at Monterey Peninsula College and MATE partner community colleges. The Center has five major goals. These are to: (1) build active partnerships; (2) identify industry needs and develop industry guidelines for curricula development; (3) increase the quality and availability of curricula; (4) provide professional development for faculty and teachers; and (5) increase outreach and dissemination. The Center is building active partnerships with business, industry, research and academic institutions, and professional societies by strengthening existing partnerships and developing new ones. These partnerships are an important part of the Center's efforts to assess industry's needs. These needs in turn are being used to create industry-driven guidelines for curriculum development. These guidelines then form the basis for the development of skill competency clusters that reach across numerous occupations. The Center is also working with government agencies to define specific marine technical occupations. The guidelines and skill clusters form the basis of the Center's efforts to improve the availability and quality of curriculum and instructional materials at the high school and college level. Monterey Peninsula College is piloting this effort. The Center is offering an annual faculty summer institute and faculty internships to foster the process. Dissemination of Center products and information is being carried out using the Web site, extensive information services, conference attendance, and site visits to other programs and industry. ADVANCED TECH EDUCATION PROG OCEANOGRAPHIC TECHNICAL SERVCE EDUCATION/HUMAN RESOURCES,OCE DUE EHR Gilmartin, Michael Deidre Sullivan Monterey Peninsula College CA Elizabeth Teles Continuing grant 2179328 7412 5415 1690 SMET 9178 5415 1032 0000099 Other Applications NEC 0085657 September 1, 2000 The Alsos Digital Library. This project is building a collection of references to resources that offer a broad, balanced perspective of topics relating to the origins, functions, and legacies of the Manhattan Project. The materials referenced include books, articles, videos, and vetted web sites. The critical task of the Alsos project is the integration of these references into a structured collection that allows users to examine this important period of history from many perspectives, thus strengthening the quality of science, mathematics, engineering, and technology education by connecting different disciplines, issues, and ideas. Searching and indexing tools link the components of Alsos and facilitate the exploration of these materials for general readers and specialists alike. In addition to the references, Alsos contains a set of indexed, digitized sound tracks and images. A clear, intuitive user interface provides seamless navigation through all of these components. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Settle, Frank Thomas Whaley Washington and Lee University VA Lee L. Zia Standard Grant 224349 7444 SMET 9178 0000099 Other Applications NEC 0085660 September 15, 2000 A Digital Multimedia Library for Health Sciences Education. The Digital Multimedia Library for Health Sciences Education project is developing and implementing services for a national, publicly accessible database designed to facilitate uploading, cataloging, retrieval, and metadata exchange of multimedia items. A prototype system is under construction based on an extensive test collection of multimedia items from K-12 schools, undergraduate colleges, and medical schools. The project team expects to form collaborations with other projects in the NSDL Program and other professional health organizations to broaden the collection of multimedia and the collection's metadata standards. Other activities that the project team is engaging in include: development of policies and procedures for protecting and defining intellectual property rights; maintenance of a quality assurance system to ensure that high quality and relevant items are maintained in the database; and the implementation of "best practices" for incorporating multimedia into popular course authoring tools. The National Library of Medicine expects eventually to employ the project's services to host a Digital Multimedia Library database. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Dennis, Sharon Chris Candler Sebastian Uijtdehaage University of Utah UT Lee L. Zia Standard Grant 355678 7444 SMET 9178 7444 0000099 Other Applications NEC 0085713 September 15, 2000 Improving Knowledge Transfer: Prioritizing Content Creation in Digital Libraries Using Competitive Intelligence Systems. In order to learn effectively, people need to know how to independently find the right information, in the right format, at the right time. Digital libraries provide access to a wide range of networked resources, but there are two potential problems: (1) people will be intimidated by the scope of the information and be reluctant to use it, or (2) they will attempt the journey alone and become "lost in hyperspace." This project is exploring new ways to make relevant information easier to get and easier to use. High-end multi-agent collaborative competitive intelligence systems are able to mine data from a wide variety of internal and external sources to support the decision processes of managers. This project is testing the feasibility of also using such systems to transfer knowledge from experts to novices. The focus of the study is on creating and testing a digital library as support for instruction in introductory computer programming courses. These courses are part of the push toward online delivery of core content for distance or on-campus asynchronous learning, and are likely to benefit from the availability of a topical digital library. This is the first known effort to automatically capture, process, and associate relevant cross-disciplinary digital content into topically related libraries designed to support traditional research and learning environments. The project team expects to develop a framework that supports a taxonomy of learning practices that will help to integrate the disparate literature in the various domains. The major technical challenges addressed by this study are how to: -- identify and synthesize the knowledge discovery processes of experts, students, and non-specialists; -- customize access to relevant sources and forms of digital content; -- support the capture, maintenance, and sharing of knowledge among a community of users; and -- evaluate the related cost-benefit issues. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Atwood, Michael Bruce Char Katherine Shelfer Drexel University PA R. Corby Hovis Standard Grant 498751 7444 SMET 9178 7444 0000099 Other Applications NEC 0085718 August 15, 2000 Collection and Distribution of Geoscience (Solid Earth) Data Sets for the National Science Digital Library. This project is collecting, organizing, and maintaining geoscience data sets focusing on the Solid Earth component of the geosciences for a national digital library for science, mathematics, engineering, and technology education. Concurrent with this effort the project is developing advanced, dynamic Java-based user tools to manipulate, map, model, analyze, and visualize the collected data sets. The focus on the Solid Earth component is intended to complement the work of groups in the oceanic and atmospheric sciences, resulting in more complete geoscience data sets. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Seber, Dogan Muawia Barazangi Alexandra Moore Cornell University NY Jill K. Singer Standard Grant 158000 7444 SMET 9178 7444 0000099 Other Applications NEC 0085735 September 1, 2000 National Biology Digital Library. The University of Missouri-Columbia, the National Center for Supercomputing Applications (NCSA), the University of Illinois, and the Missouri Botanical Garden are collaborating on this pilot project to build a prototype core integration system for a national digital library for SMET Education. The technical infrastructure for the system builds on the NCSA distributed information retrieval system, EMERGE. This system is being extended to an adaptive and flexible distributed search engine for a wide variety of learning environments and resources, and is being tested on the rich plant contents of the Missouri Botanical Garden, and the NSF Plant Genome projects at the University of Illinois (Soybean) and the University of Missouri-Columbia (Corn). Seamless coordination with services is being offered on several learning environments, including NCSA's Biology Workbench 3.2. A digital repository, BLOE (Biological Learning Object Exchange), serves to collect and organize experiments, simulations, and projects from learners and teachers for collaborative learning. Additional project activities include studies of requirements of user services, management procedures, evaluation methods, and technical standards using various undergraduate and graduate programs of the two universities and the K-12 educational activities of the Missouri Botanical Garden. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Chen, Su-Shing Robert Magill Melanie Loots University of Missouri-Columbia MO Lee L. Zia Standard Grant 855680 7444 SMET 9178 7444 0000099 Other Applications NEC 0085753 September 15, 2000 The NSDL Central System. The objective of the National Science, Mathematics, Engineering, and Technology Education Digital Library (NSDL) Program is to transform science, mathematics, engineering, and technology education and knowledge sharing. The resulting national digital library should not only provide traditional library services, but also encourage new methods of learning, collaboration, and dissemination of resources. This project is building a one-year prototype of the core integrating component of the digital library, that provides a technical infrastructure, standards and guidelines, integration of diverse collections and services, and an organizational framework for the management of the facility. Collaborations on which the PI and team are involved are contributing several technologies and expertise to the project. The Dienst architecture, which has proven effective in a number of distributed digital library applications including the Networked Computer Science Technical Reference Library (NCSTRL), forms the technical foundation for the project, and provides a framework for multiple levels of participation including those defined by the agreements of the Open Archives initiative (which are based on the Dienst protocol). The ongoing leadership role of project staff in metadata initiatives and research, such as the Dublin Core and Warwick Framework, is facilitating the development and incorporation of NSDL metadata standards. The experience of the University Library in developing, refining, and managing the Cornell University Library Gateway provides expertise in licensing, organizing, and managing digital resources. Finally, the project team's high-level of participation in the digital library research community is accelerating crucial technology transfer. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Arms, William John Saylor Carl Lagoze Sarah Thomas Dean Krafft Cornell University NY Lee L. Zia Standard Grant 799085 7444 SMET 9178 7444 0000099 Other Applications NEC 0085787 September 1, 2000 Collaborative Research: To Gather, Document, Filter and Assess the Broad and Deep Collection of the Digital Library for Earth System Education. This project is part of a collaboration that is building a broad and deep collection of educational resources for Earth system education as part of the Digital Library for Earth Systems Education (DLESE) project. First, existing resources pertaining to Earth system education are being collected into a broad "works in progress" collection. Second, metadata are associated with each resource, to facilitate discovery by end users. Third, a "community review" system is being created to evaluate resources for pedagogical effectiveness, ease of use for faculty and students, and power to motivate and inspire students. This step enables identification of the best of the collected resources, which are then placed in a smaller high-quality "reviewed" area. Finally, assessment of both the reviewed and unreviewed collections is taking place, to ensure they are well-balanced and meet the needs of the user community. Partners in the collaboration are the American Geological Institute, Columbia University, Dartmouth College, and Foothill-DeAnza Community College. This project has responsibility for the metatagging component. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Tahirkheli, Sharon American Geological Institute VA Jill K. Singer Standard Grant 98711 7444 SMET 9178 7444 0000099 Other Applications NEC 0085793 October 1, 2000 Implementing an Electronic Peer-reviewed Journal of Earth System Science Education Resources (JESSE): A Pathfinder for SMETE Resource Peer Review. This project continues the development of a new online Journal of Earth System Science Education (JESSE), plans for which were laid with the support of a previous planning grant (Award No. 9907764). The new e-journal is emphasizing research and experimentation with the peer review process as it establishes, through electronic publication, an orderly collection of reviewed resource materials for the broadly defined geoscience and related disciplines involved in Earth system and global change education. The interdisciplinary richness of Earth system and global change science provides unusual opportunities for research and experimentation with the peer review process in advancing science, mathematics, engineering, and technology education (SMETE). JESSE is focusing on learning resources and metadata where scientific content combined with visualization enriches learning across a broad range of disciplinary and interdisciplinary educational efforts. The initial emphasis is on creating, implementing, testing, and evaluating a peer review process embracing anonymous and open review components for the submission of educational resources at the undergraduate level. This research and experimentation aims to optimize the efficiency of the review process and the quality of the offerings as the digital library's collections are built. In providing for both anonymous and open reviews, JESSE is experimenting with the process. Guided by Principal Editors, the anonymous component is to ensure credibility of the process and judgments reached through the open review. Within the open review process, both editors and reviewers work directly with the authors of resources to suggest changes and develop informative commentary for classroom and other educational endeavors, while reaching common agreement on the acceptability of a resource for publication. JESSE's review criteria include those recommended by the Digital Library for Earth System Education (DLESE). Review criteria also constitute a topic of research as they are applied and adapted for resources from different disciplines and of different types. Different types of resources include courses, syllabi and lectures, laboratory exercises, interactive models, topical modules, virtual field trips, annotated image databases, and electronic texts and monographs. Other types include notes, correspondence, and user experiences for review and publication within a peer commentary section of the journal. JESSE also intends to publish articles and review papers concerning the learning process involved in Earth system education. Copyright of all materials reviewed and published by JESSE remains with the author, while the peer review process itself and publication ensure national recognition for the author. As part of its research and experimentation with the review process, the journal aims to stimulate the creativity of educators in the development of quality electronic resources that describe both the state and underlying processes governing the Earth system. Ultimately, the peer-reviewed collection will provide a holistic perspective of Earth system and global change science. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Johnson, Donald Robert Ford Martin Ruzek Universities Space Research Association MD R. Corby Hovis Standard Grant 249861 7444 SMET 9178 7444 0000099 Other Applications NEC 0085798 September 1, 2000 Metadocuments as Communicative Artifact to Enable Use of a Research Digital Library in Undergraduate SMET Education. A digital library constructed in support of a research community's activities contains material of direct relevance to undergraduate SMET education. However, its organizational structure reflects the conventions established by the research community, not the needs of the undergraduate student. This project is researching and developing software tools to organize and contextualize information in a research digital library so that it may better reflect the needs of undergraduate learners and the pedagogical goals of faculty. The project uses the metaphor of a "path" or "guided tour" for these organizing and contextualizing tools. The content testbed on which the use of "guided tours" is being demonstrated is a large body of Web-based material centered initially on WWW-based floristics and extended recently to include entomological materials. The tool development extends previous investigations into the application of paths in K-12 classrooms to include the creation of more complex structures, collectively known as metadocuments. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Furuta, Richard Hugh Wilson Frank Shipman Texas Engineering Experiment Station TX Lee L. Zia Standard Grant 249945 7444 SMET 9178 7444 0000099 Other Applications NEC 0085823 September 1, 2000 National Digital Library for Undergraduate Mathematics, Science, and Technology Teacher Preparation and Professional Development. This project is creating a National Virtual Teacher Resource Center (NVTRC) that focuses on a collection of resources for two-year and four-year Colleges of Arts and Sciences and Colleges of Education faculty members who teach science and mathematics undergraduate courses. The NVTRC is a collaboration between the Ohio State University and the Eisenhower National Clearinghouse, and it expects to serve as a hub and focal point for mathematics, science, and technology undergraduate teacher education and professional development. The collection of the NVTRC focuses primarily on electronic resources including web-based text or data resources, software or video that can be downloaded via the web or other electronic means, or other emerging technology applications. A review process is being established to ensure that the resources are accurate, pedagogically effective, and that the NVTRC operates as an efficient source of quality materials. Additionally, the NVTRC staff identifies electronic materials at a level of specificity or "granularity" not often supported by other web searching mechanisms. Finally, a range of digital and human services are offered to users of the NVTRC including ready discovery and retrieval of materials and information about materials through effective indexing and linking, user or third-party reviews/awards linked to items in the collection, user registration for additional services such as email notification of new resources, and real and virtual reference desk services. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Lightle, Kimberly Thomas Gadsden Ohio State University Research Foundation OH Lee L. Zia Standard Grant 560573 7444 SMET 9178 7444 0000099 Other Applications NEC 0085826 September 1, 2000 Collaborative Project: A Component Repository and Environment for Assembly of Teaching Environments (CREATE). This collaborative project develops interactive environments through a component design and production service and an assembly environment to support identification and reuse of curricular materials. The component design and production service supports collaborative creation of learning objects. It is aimed at programmers and focused on direct coding of components, from graphical user interface elements to complex simulations. It tests strategies by developing reusable components for selected topics in several disciplines. The assembly environment service is aimed at instructors. It provides an environment that allows for easy yet flexible creation of curriculum materials that utilize interactive learning objects. This project develops a base around with future work can crystallize and build new content and structure. It has enormous potential for facilitating the potential of creating ever-growing, collaboratively-driven online repositories of educational software components. This could result in a wealth of online resources for students and teachers and enable teachers to create learning environments for their own use and for use in the next generation of digital libraries and learning environments. NATIONAL SMETE DIGITAL LIBRARY DUE EHR van Dam, Andries Anne Spalter Brown University RI Jane C. Prey Standard Grant 244000 7444 SMET 9178 7444 0000099 Other Applications NEC 0085827 September 1, 2000 Collaborative Project: To Gather, Document, Filter and Assess the Broad and Deep Collection of the Digital Library for Earth Systems Education. This project is part of a collaboration that is building a broad and deep collection of educational resources for Earth system education as part of the Digital Library for Earth Systems Education (DLESE) project. First, existing resources pertaining to Earth system education are being collected into a broad "works in progress" collection. Second, metadata are associated with each resource, to facilitate discovery by end users. Third, a "community review" system is being created to evaluate resources for pedagogical effectiveness, ease of use for faculty and students, and power to motivate and inspire students. This step enables identification of the best of the collected resources, which are then placed in a smaller high-quality "reviewed" area. Finally, assessment of both the reviewed and unreviewed collections is taking place, to ensure they are well-balanced and meet the needs of the user community. Partners in the collaboration are the American Geological Institute, Columbia University, Dartmouth College, and Foothill-DeAnza Community College. This project has responsibility for the "community review" system development. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Kastens, Kim Columbia University NY Jeffrey G. Ryan Standard Grant 337333 7444 SMET 9178 7444 0000099 Other Applications NEC 0085831 September 15, 2000 Collaborative Project: To Gather, Document, Filter and Assess the Broad and Deep Collection of the Digital Library for Earth System Education. This project is part of a collaboration that is building a broad and deep collection of educational resources for Earth system education as part of the Digital Library for Earth Systems Education (DLESE) project. First, existing resources pertaining to Earth system education are being collected into a broad "works in progress" collection. Second, metadata are associated with each resource, to facilitate discovery by end users. Third, a "community review" system is being created to evaluate resources for pedagogical effectiveness, ease of use for faculty and students, and power to motivate and inspire students. This step enables identification of the best of the collected resources, which are then placed in a smaller high-quality "reviewed" area. Finally, assessment of both the reviewed and unreviewed collections is taking place, to ensure they are well-balanced and meet the needs of the user community. Partners in the collaboration are the American Geological Institute, Columbia University, Dartmouth College, and Foothill-DeAnza Community College. This project has responsibility for the resource acquisition component. NATIONAL SMETE DIGITAL LIBRARY DUE EHR DiLeonardo, Christopher Foothill College CA Jeffrey G. Ryan Standard Grant 106067 7444 SMET 9178 7444 0000099 Other Applications NEC 0085834 September 1, 2000 Threading Information Pathways Through NSDL Video. The services being developed in this project will enable patrons of the future National Science, Mathematics, Engineering, and Technology Education Digital Library (NSDL) to efficiently locate video resources and meld them into compositions that effectively support particular objectives. Video is a rich medium for communicating visual, time-dependent phenomena and for providing real-world footage capable of illustrating and motivating science and mathematics concepts. Vast collections of video have captured field studies and experiments, documented discoveries in space and throughout our planet, and recorded events in our world and in micro-environments not accessible to the human eye. However, despite their potential for use in educational settings, video resources are often discounted or overlooked by science, mathematics, engineering, and technology (SMET) educators and students. Barriers include: -- Loss of investment made by authors of video compositions who blaze pathways through the video information space. These pathways remain unmapped, and hence undiscovered by other information foragers with similar requirements. -- Lack of support to tailor video resources to specific needs. -- Frustration in searching and browsing video, as much time is invested in viewing numerous video clips to gauge their relevance. -- Inability to locate pertinent video material, due to insufficient indexing of its contents. This project is exploring ways to overcome these barriers by capturing and managing the threads of video information access, use, and reuse within the NSDL. Specifically, the project is working on the following services: -- Creation and organization of annotations for video compositions and information pathways, enabling a dynamic information repository where one's diligent work in producing a stellar video lesson plan can be recognized, rewarded, archived, and reused in future overlays of video information. -- Support for composition of video lesson plans and multimedia essays from component clips meeting the time, message, and pedagogical requirements of the NSDL patron. -- Explicit video annotation mechanisms, whereby NSDL patrons can access reviews and other commentary aligned and synchronized with video resources. -- Implicit annotation mechanisms for video, allowing information retrieval schemes with relevance judgments based on access frequency and incorporation of video resources into derivative works. -- Enhanced content-based video search functionality derived from the integration of speech recognition, language processing, and image processing automated techniques. The project's focus on video complements the research of others focusing directly on the text or image domains. The project team is well-positioned to pursue this work, given their past accomplishments with the "Informedia" project (NSF Award Nos. 9411299 and 9817496). NATIONAL SMETE DIGITAL LIBRARY DUE EHR Wactlar, Howard Alexander Hauptmann Michael Christel Carnegie-Mellon University PA R. Corby Hovis Standard Grant 500000 7444 SMET 9178 7444 0000099 Other Applications NEC 0085837 September 15, 2000 Breaking the Metadata Generation Bottleneck. This project uses natural language processing and machine learning to investigate methods for breaking the human metadata generation bottleneck that has plagued projects providing access to educational resources on the Internet. Breaking the metadata generation bottleneck is necessary if access to National SMETE Digital Library (NSDL) resources is to scale appropriately to the Internet. Comporting fully with emerging international standards for educational metadata, the project demonstrates the feasibility of automatically generating metadata for the NSDL through the processing of full-text collections from the Eisenhower National Clearinghouse on Science and Mathematics. The metadata generated enhances the GEM metadata repository, a nationally recognized finding tool for educational resources, and provides the technical means for the automatic generation of educational metadata from text-based resources. There are five research goals for this project: (1) develop a sublanguage and discourse model for science and mathematics educational materials; (2) extend an automatic metatagger to these materials, using machine learning, the GEM metatag set, extended metatag sets, and heuristics based on the sublanguage and discourse model; (3) extend a sophisticated information extraction technology that can simultaneously extract event-specific relational information as well as domain-independent concepts and relationships;(4) identify appropriate controlled vocabularies and thesauri for science and mathematics educational materials, and incorporate them into the registry used by the automatic metatagger; and (5) evaluate automatic vs. manual metatagging, in both quantitative and qualitative terms. An innovative array of experimental methods is used to achieve these goals. The project includes a qualitative analysis to understand the role of human inconsistency within the manual process and quantitative analysis of the results through the metrics of precision and recall. This project is designed to apply natural language processing and machine learning to the task of automatic metatagging to scale to the needs of the NSDL and to provide access to a far greater number of educational resources. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Liddy, Elizabeth Stuart Sutton Woojin Paik Syracuse University NY Jane C. Prey Standard Grant 366293 7444 SMET 9178 0000099 Other Applications NEC 0085838 September 15, 2000 Breaking the Metadata Generation Bottleneck. This project uses natural language processing and machine learning to investigate methods for breaking the human metadata generation bottleneck that has plagued projects providing access to educational resources on the Internet. Breaking the metadata generation bottleneck is necessary if access to National SMETE Digital Library (NSDL) resources is to scale appropriately to the Internet. Comporting fully with emerging international standards for educational metadata, the project demonstrates the feasibility of automatically generating metadata for the NSDL through the processing of full-text collections from the Eisenhower National Clearinghouse on Science and Mathematics. The metadata generated enhances the GEM metadata repository, a nationally recognized finding tool for educational resources, and provides the technical means for the automatic generation of educational metadata from text-based resources. There are five research goals for this project: (1) develop a sublanguage and discourse model for science and mathematics educational materials; (2) extend an automatic metatagger to these materials, using machine learning, the GEM metatag set, extended metatag sets, and heuristics based on the sublanguage and discourse model; (3) extend a sophisticated information extraction technology that can simultaneously extract event-specific relational information as well as domain-independent concepts and relationships;(4) identify appropriate controlled vocabularies and thesauri for science and mathematics educational materials, and incorporate them into the registry used by the automatic metatagger; and (5) evaluate automatic vs. manual metatagging, in both quantitative and qualitative terms. An innovative array of experimental methods is used to achieve these goals. The project includes a qualitative analysis to understand the role of human inconsistency within the manual process and quantitative analysis of the results through the metrics of precision and recall. This project is designed to apply natural language processing and machine learning to the task of automatic metatagging to scale to the needs of the NSDL and to provide access to a far greater number of educational resources. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Paik, Woojin solutions-united.com NY Jane C. Prey Standard Grant 133530 7444 SMET 9178 7444 0000099 Other Applications NEC 0085839 September 1, 2000 Collaborative Project: To Gather, Document, Filter and Assess the Broad and Deep Collection of the Digital Library for Earth System Education. This project is part of a collaboration that is building a broad and deep collection of educational resources for Earth system education as part of the Digital Library for Earth Systems Education (DLESE) project. First, existing resources pertaining to Earth system education are being collected into a broad "works in progress" collection. Second, metadata are associated with each resource, to facilitate discovery by end users. Third, a "community review" system is being created to evaluate resources for pedagogical effectiveness, ease of use for faculty and students, and power to motivate and inspire students. This step enables identification of the best of the collected resources, which are then placed in a smaller high-quality "reviewed" area. Finally, assessment of both the reviewed and unreviewed collections is taking place, to ensure they are well-balanced and meet the needs of the user community. Partners in the collaboration are the American Geological Institute, Columbia University, Dartmouth College, and Foothill-DeAnza Community College. This project has responsibility for the collections assessment component. NATIONAL SMETE DIGITAL LIBRARY DUE EHR DeFelice, Barbara Dartmouth College NH Jeffrey G. Ryan Standard Grant 57969 7444 SMET 9178 7444 0000099 Other Applications NEC 0085840 September 1, 2000 Biosci Ed Net (BEN). The American Association for the Advancement of Science (AAAS), Directorate for Education and Human Resources Programs, Science's Signal Transduction Knowledge Environment (STKE), and Project 2061 --- with 11 other professional societies and coalitions for biology education --- have established the Biosci Ed Net (BEN) Collaborative. This Collaborative, through its Coordinating Council, is facilitating the development of digital library collections for the teaching and learning of undergraduate biology, with users at the center of the development. For the long-term, the BEN Collaborative views this initiative as a revolutionary approach for transforming undergraduate biology teaching and learning. Towards this end, the BEN Collaborative is developing a portal site to a collection of resources (tools and products), that adhere to uniform standards for the teaching and learning of biology by students at the undergraduate level. It is intended that the resources accessible through the site will have an impact on learning of the biological sciences by undergraduates with diverse interests and career aspirations (i.e., science majors, non-science majors, and prospective K-12 teachers). The materials will be collected and maintained by respected professional societies representing a broad spectrum of biological sciences, from molecular to population levels. During the next two years, the BEN Collaborative Partners are developing metadata/technical standards, and the American Physiological Society (APS), Ecological Society of America (ESA) and Science's STKE are modifying a representative sample of existing materials for the collection so that they meet these standards. In addition, Stanford University's HighWire Press is developing and testing the search engine for the portal site. Undergraduate biology educators are participating in development of standards, teaching resources, and field-testing of the portal site. Other Partners include Access Excellence (The National Health Museum), American Institute for Biological Sciences (AIBS), American Society for Biochemistry and Molecular Biology (ASBMB), American Society for Microbiology (ASM), BioQuest Curriculum Consortium (BCC), National Association of Biology Teachers (NABT), National Biological Information Infrastructure (NBII), and the Society for Toxicology (SOT). NATIONAL SMETE DIGITAL LIBRARY DUE EHR George, Yolanda Wayne Carley Marsha Matyas Susan Musante American Association For Advancement Science DC Herbert Levitan Standard Grant 799285 7444 SMET 9178 7444 0000099 Other Applications NEC 0085849 September 1, 2000 A Digital Library Network for Engineering and Technology. This project is developing a Digital Library Network for Engineering and Technology (DLNET), to facilitate the lifelong learning of engineering faculty, practicing engineers and technical professionals. Towards this end the project proposes to develop a content hosting platform, design standardized templates for posting new content, set up a process for electronic review and validation of new materials, and provide a portal through which content can be both posted and accessed. This portal is intended to provide the gateway to education and research materials published by universities and professional associations in the various engineering disciplines including the Institute of Electrical and Electronics Engineers (IEEE). It also provides the means to contribute new and relevant material efficiently and quickly. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Rahman, Saifur Gail McMillan Virginia Polytechnic Institute and State University VA Ibrahim Halil Nisanci Standard Grant 605573 7444 SMET 9178 7444 0000099 Other Applications NEC 0085855 August 1, 2000 The Instructional Architect: A System for Discovering, Recommending, and Combining Learning Objects. This project creates a system comprised of a set of online services collectively called the Instructional Architect. The Instructional Architect is a suite of services for digital libraries consisting of four tools that provide for discovery, presentation, inspection, and recommendation of learning objects. A primary goal of digital libraries is to provide users, including teachers and students, a way to search for and display digital learning resources or learning objects. Often, the digital libraries do not provide methods or support for recombining and embedding discovered learning objects within new instruction and curriculum. This project provides this functionality by including an additional tier of services that will overlay and be compatible with existing digital library services. These services include the enhancement of search capabilities provided by existing digital libraries, automated recommendation of learning objects based on feedback from members of communities of users, instructional support for the combination of learning objects into lessons, an integrated Web-based development environment in which learning objects can be assembled into instruction, and a method for enabling the spontaneous formation of new communities of users based on shared interests. While many advances have been made in the creation of digital libraries, there is considerable room for improving how learning objects are accessed and re-used by the large population of teachers and learners who have Internet access but need technological and instructional support. This project will result in a system that will enable more focused and relevant access to learning objects for the purpose of creating instruction and thus enhance the role of digital libraries in promoting effective SMET education. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Recker, Mimi James Dorward Utah State University UT Robert Stephen Cunningham Standard Grant 399878 7444 SMET 9178 7444 0000099 Other Applications NEC 0085861 September 15, 2000 MATHDL: A Library of Online Learning Materials in Mathematics and Its Applications. MATHDL is an online library of independently reviewed mathematics learning materials at the undergraduate level. MATHDL is a collaborative project of the Mathematical Association of America (MAA) and the Math Forum. The MAA provides content oversight, materials acquisition and selection, policies, and general administration. Math Forum oversees development of the user interface and manages all platforms needed to host MATHDL content and serve pages. Math Forum plans to host moderated discussion groups for each unit listed in the library. Significant co-funding of this project is being provided by the Office of Multidisciplinary Activities in the NSF Directorate of Mathematical and Physical Sciences in recognition of the importance of a digital library collection of learning resources in the mathematical sciences. MATHDL is divided into three parts: The Library of Online Mathematics and Its Applications (LOMA), The Journal of Online Mathematics and Its Applications (JOMA), and The Library of Commercial Products (LCP). LOMA contains free online learning materials that have been class tested and reviewed. These materials have been tested with students, submitted with a peer review, and provided with a second review by the LOMA editors. Each unit has a site for the reviews and substantive comments by users and authors, a file of adopters, and a link to a moderated discussion group focused on these particular materials. JOMA is the journal of the library. It is a scholarly online journal that contains innovative new Web-based learning materials in mathematics, articles on the design and use of such materials, articles on student learning using online materials, surveys of existing online materials, and other related articles. LCP is a listing of commercially available learning materials in mathematics and its applications. Each listing includes publication information, a short description of the product, a table of contents (where appropriate), and a link to the publisher's site for more information. The MATHDL Project works closely with other digital libraries. In particular, the close association with Math Forum connects MATHDL to Project NEEDS, ENC, and a host of others. Through the multi-track work of the SMETE.org alliance, MATHDL plans to offer federated searches, user profiling, and common metadata. They plan to cooperate with these organizations in the search for solutions to the problem of curation of aging material. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Moore, Lawrence Eugene Klotz Donald Albers Mathematical Association of America DC Lee L. Zia Standard Grant 986240 7444 1253 SMET 9178 7444 0000099 Other Applications NEC 0085862 August 15, 2000 Collaborative Project: A Component Repository and Environment for Assembly of Teaching Environments (CREATE). This collaborative project develops interactive environments through a component design and production service and an assembly environment to support identification and reuse of curricular materials. The component design and production service supports collaborative creation of learning objects. It is aimed at programmers and focused on direct coding of components, from graphical user interface elements to complex simulations. It tests strategies by developing reusable components for selected topics in several disciplines. The assembly environment service is aimed at instructors. It provides an environment that allows for easy yet flexible creation of curriculum materials that utilize interactive learning objects. This project develops a base around which future work can crystallize and build new content and structure. It has enormous potential for facilitating the potential of creating ever-growing, collaboratively-driven online repositories of educational software components. This could result in a wealth of online resources for students and teachers and enable teachers to create learning environments for their own use and for use in the next generation of digital libraries and learning environments. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Yaron, David Rebecca Freeland Carnegie-Mellon University PA Jane C. Prey Standard Grant 255000 7444 SMET 9178 7444 0000099 Other Applications NEC 0085866 August 15, 2000 TeacherLIB--Digital Community and Collections for Science and Mathematics Teacher Education. This project is developing a prototype information infrastructure that integrates high quality, focused, and well-maintained collections with an intelligent, interactive, and community-based user interface to assist teachers in developing powerful science and mathematics instruction for the secondary classroom. The collaboration of one of the nation's largest university-based teacher preparation programs with the leadership of the Merit Network is specifically addressing the needs and developmental perspectives of pre-service teachers in their preparation of instructional strategies and use of standards-based materials. Project activities include the collection of materials for understanding and implementing science and mathematics curriculum at grades 6-12 by locating and, where necessary, archiving exemplar materials, with a particular focus on the needs of pre-service teachers. In addition, the PI and team are addressing interoperability among existing information resources, including online clearinghouses and traditional library catalog collections. Finally, the project is establishing a user community to build, share, and review resources that promote engaged learning in the context of state and national curriculum standards. Significant co-funding of this project is being provided by the Office of Multidisciplinary Activities in the NSF Directorate for Mathematical and Physical Sciences in particular recognition of the important K-12 teacher preparation and professional development aspects of this work. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Hoffman, Ellen Sandra Yee Marcia Mardis Eastern Michigan University MI Lee L. Zia Standard Grant 799864 7444 1253 SMET 9178 7444 0000099 Other Applications NEC 0085870 September 1, 2000 Columbia Pubscape: A Core Integration System for a National Science Digital Library Publishing Center. Under the auspices of the Electronic Publishing Initiative at Columbia (EPIC), a university-based organization involving the university press, the libraries, and the Academic Information Systems computing center, we are creating mechanisms for the development, implementation, and sustainability of innovative, cost-efficient, and high quality digital library resources designed for the enhancement of teaching and learning in science. Utilizing our experience in creating "Columbia International Affairs Online" and "Columbia Earthscape," the Electronic Publishing Initiative at Columbia is developing models for rights management, sustainability, content development, interoperability, business partnerships, and archiving systems necessary to create an effective Core Integration System for the National Science Digital Library (NSDL). Expected outcomes of the project include the development of a set of scalable organizational and operational models for the successful implementation and long-term sustainability of the NSDL. Specifically, we are creating in this project (or * plan to create in the future in follow-on work): 1. an intellectual property and rights management system that can be employed for digital rights management for the NSDL. 2. business models, license agreements, pricing, sales, and sustainability mechanisms for use by the NSDL. 3. * system and staffing models for developmental editing of educational materials contributed to the NSDL with the goal of transforming them into professional-quality teaching tools for use on a large scale by educators and students. 4. system and staffing models for site design, production, interoperability, and security systems necessary for the effective operation of the NSDL. 5. * models for partnerships with outside content providers such as scholarly societies, not-for-profit organizations, and commercial publishers for licensing of content, joint development of intellectual property, and collaborative ventures that will result in the availability of valuable content for inclusion in the NSDL. 6. * models for the archiving and preservation of content in the NSDL with the goal of insuring reliable and perpetual access to the collection. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Wittenberg, Kate Lewis Gilbert David Millman Jane Ginsburg Columbia University NY Myles G. Boylan Standard Grant 497212 7444 SMET 9178 7444 0085874 September 1, 2000 Biology Education Online -- An Interactive Electronic Journal. Biology Education Online is a peer-reviewed, online journal for teaching and learning science. The goal is to bring together developers and users of digital resources for biology education that span the range from kindergarten through high school, youth and adults in colleges and universities, and life-long learners interested in biology. Using a two-tiered, on-line peer-review system, Biology Education Online is developing and publishng to the web a collection of new, interactive, participatory resources that exemplify the multimedia capabilities inherent in the Internet for the advancement of teaching and learning science, consistent with the goals and standards inherent in the National Science Education Standards and the AAAS Benchmarks for Science Literacy. But Biology Education Online is much more than a collection of reviewed digital resources. The interactive online journal itself is both a teaching and learning resource. The unique features of a two-tiered interactive review process with message boards attached to each posted resource allows Biology Education Online to be used in professional development of new and current teachers as well a nursery incubator for developers and potential developers of new materials. For example, instructors in teacher preparation programs can incorporate the ongoing review process for Biology Education Online materials as part of the development of evaluative and analytic skills in their students. In this way, beginning teachers not only have a collection of highly peer-reviewed materials to use in developing their teaching strategies and portfolios, they also participate in the review process and learn how to critically evaluate teaching materials. Biology Education Online melds together users and providers. The development process for materials and the resources themselves promotes easy use by the community and encourage users to become developers by creating a nursery incubator where users can present, test, revise and publish new ideas and material in a non-threatening community setting. As a peer-reviewed online journal, Biology Education Online is being developed through an iterative process that requires two levels of online, interactive review prior to publishing to the formal Web site. Biology Education Online creates a synergy between a strong, well-developed audience for digital teaching and learning resources and a proven operational program for delivering those resources. The National Association of Biology Teachers and Access Excellence are collaborating in this endeavor. NATIONAL SMETE DIGITAL LIBRARY TEACHER ENHANCEMENT PROGRAM DUE EHR Carley, Wayne VivianLee Ward National Association of Biology Teachers VA Lee L. Zia Standard Grant 749487 7444 7300 SMET 9178 9177 7444 0000099 Other Applications NEC 0085878 August 15, 2000 Developing a Core Integration System for a National Science, Mathematics, Engineering, and Technology Education Digital Library at WWW.SMETE.ORG. This demonstration project for the Core Integration System (CIS) of a national digital library for SMET Education is providing functioning horizontal and vertical integration of disciplinary collections and associated services. Www.smete.org represents an alliance of nearly twenty partner organizations - disciplinary collections, educational institutions, industry, and non-profit organizations - that is working to establish the basis for a national digital library for SMET education. Collaborators also include strong partners with experience in identifying and collecting digital resources for K-12 education. The project envisions this virtual facility as a place where members of the SMET community of learners interact with one another to develop, locate, use and discuss digital resources that enhance teaching and learning in classrooms, in coursework, in informal settings, and within and across disciplines. Towards this end the PI and team are developing a library portal to demonstrate interoperability of resources and federated search across multiple disciplinary collections. In addition, the project is coordinating the development of shared metadata across multiple disciplines in SMET education and developing subject thesauri and descriptors for describing pedagogy in SMETE. Other activities include participation with other pilot projects in developing a governing structure for the library, developing classifications for ranking materials, and identifying issues associated with curation of aging materials. Significant co-funding of this project is being provided by the Office of Multidisciplinary Activities in the NSF Directorate for Mathematical and Physical Sciences in recognition of the breadth of disciplinary coverage represented in this work. NATIONAL SMETE DIGITAL LIBRARY OFFICE OF MULTIDISCIPLINARY AC DUE EHR Agogino, Alice Jeanne Narum University of California-Berkeley CA Lee L. Zia Standard Grant 846616 7444 1253 SMET 9178 7444 0000099 Other Applications NEC 0085913 September 1, 2000 Peer Review of Digital Learning Materials: Critical Service for Digital Libraries. This project is developing tools and processes for the quality control of digital learning materials, using a model based on building and sustaining communities of individual and institutional users and contributors, professional discipline organizations, and publishers of education materials. The effort leverages the work of the Multimedia Educational Resource for Learning and Online Teaching (MERLOT) Initiative which has a growing collection of over 2,000 digital learning materials. Over twenty higher education institutions - led by the California State University System, the University of Georgia System, the University of North Carolina System, and the University of Oklahoma System - are forming discipline communities in biology, chemistry, physics, and engineering mathematics to develop standards and processes for implementing and sustaining mechanisms for peer review of digital learning materials. Additional discipline communities are expected to form as the project evolves. Discussion, debate, and communication take place via MERLOT's web-based worksites where members of the virtual communities collaborate. Institutional participants are supporting their faculty's endeavors through stipends and/or reassigned time and travel allotments for attending the MERLOT sponsored workshops and conferences. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Hanley, Gerard Cher Thomas California State University, Trustees CA Lee L. Zia Standard Grant 575088 7444 SMET 9178 7444 0000099 Other Applications NEC 0086100 October 1, 2000 Core Integration Services for a Federated NSDL. This pilot project is building both a technical infrastructure that facilitates user discovery of and access to collections of diverse digital material for a national digital library for SMET Education, and a strong social foundation for the digital library that provides for its members a voice for their vision, an equitable governance structure, and opportunities for community leadership. Project activities build on the geoscience community's experiences to date in conceptualizing and laying the organizational and managerial foundation for a Digital Library for Earth System Education (DLESE). A suite of tools and services is also being developed to support member collections and help them achieve interoperability. Key partners in this aspect of the project include the San Diego Supercomputer Center and the Alexandria Digital Library project at the University of California - Santa Barbara. Examples include protocols for cross-collection searching; central services for persistent storage, authentication, and related needs; and tools that aid in materials classification and discovery, end-user support, and usage monitoring. Recognizing the importance of this effort to the larger science, mathematics, engineering, and technology education enterprise, the NSF Geosciences Directorate is providing significant co-funding for this project. NATIONAL SMETE DIGITAL LIBRARY EDUCATION AND HUMAN RESOURCES DUE EHR Fulker, David David Mogk Roberta Johnson Cathryn Manduca Mary Marlino University Corporation For Atmospheric Res CO Lee L. Zia Standard Grant 0 7444 1575 SMET 9178 7444 0000099 Other Applications NEC 0086225 October 1, 2000 NSDL: Atmospheric Visualization Collection. This grant supports an NSDL collection based on near-real time visualization of atmospheric data from the Atmospheric Radiation Measurement Program (ARM) Southern Great Plains (SGP) site. In order to ensure the continued existence of this collection, a model user and provider community of students and teachers will be developed. This visualization collection will have a great impact on the educational community, since the SGP site is the largest group of remote sensing atmospheric instruments in the world. The development of this collection entails collecting visualization code, implementing visualization code, and a scientific and educational review of these visualizations. The collection process has been started with code contributed from NOAA, UCAR, and many Universities. Implementation of this code in an automated format that can be used by the digital library and is self-sustaining is a major component of the effort involved. The ARM scientific community already has a scientific review process, which will be used to ensure the visualizations implemented are of scientific quality. The educational review process will contain four sections. Materials will be reviewed for use by middle school and high school students and teachers, as well as by undergraduate and graduate students. These reviews will address the benefits and problems associated with using the visualization for educational use, and will be used to ensure the educational value of the collection. The direct involvement of teachers and students in the implementation work, testing of a community provider model, and class-testing of the collection are steps in this project to create a model user and provider community. Undergraduate and graduate students will assist in the implementation of visualization code. Given this introduction, these students will be ready to create or make additions to current visualization code, which will go through the educational and scientific review. Successful completion of these reviews will end in implementation of the code as part of this collection. This would start the capability of EIU and University of Utah to be both user- and provider-communities. Further, an EIU undergraduate class will use this collection with visualization projects. Class-testing in this manner will act as a feedback mechanism to improve the usability of the collection. The class projects will be another example of how students can become providers. The professor of the class will determine which projects are viable to request a scientific review. Such visualizations would then become available for use as summer projects for the in-service high school teachers in EIU's MSNS program to review for use in their classrooms. This would create a long-term avenue for scientific and educational review. The massive amounts of data and access to atmospheric visualization codes may even lead to the creation of an "open source" community around building code for this collection. One thing is certain, visualization of atmospheric data will spark the intellectual curiosity of students at all education levels. NATIONAL SMETE DIGITAL LIBRARY DUE EHR Klaus, Christopher Keith Andrew Gerald Mace Argonne National Laboratory IL Lee Anne Martinez Standard Grant 741660 7444 SMET 9178 7444 0000099 Other Applications NEC 0086486 September 15, 2000 Initial Assessment of the Impact of ABET/EC2000 Implementation using Mechanical Engineering Programs as the Pilot Study Group. A six-member project team is developing and administering a survey that evaluates the experiences of mechanical engineering programs that have undergone ABET Engineering Criteria 2000 review. The survey consists of a questionnaire and a set of metrics developed by a focus group representing a cross-section of four-year undergraduate mechanical engineering programs evaluated under ABET EC2000. Site visits to participating institutions are also being conducted. Survey results from ME programs across the nation are being collected and analyzed. Findings are being disseminated to all mechanical engineering programs and to academic committees of other engineering disciplines. CCLI-NATIONAL DISSEMINATION DUE EHR Tan, Chor American Society of Mechanical Engineers - Washington Branch DC Myles G. Boylan Standard Grant 55000 7429 SMET 9178 7429 0000099 Other Applications NEC 0086511 May 1, 2001 Energy, Information, Life. Interdisciplinary (99) The interdisciplinary field at the interface of physical and life sciences is undergoing explosive growth. More and more Physics departments are hiring faculty in this field, yet those faculty complain of the lack of a suitable textbook to teach their subject at the undergraduate level. Indeed the core foundational material for this subject can be taught successfully at the sophomore level. The same course can also introduce much foundational material for later study in nanotechnology. The objective of this project is to create a text Biological Physics and a suite of ancillary materials, including Web materials, to address these needs, which will be of interest and useful to undergraduates in Physics, Biology, Biophysics, Biochemistry, Materials Science, Chemical and Bio-Engineering, all the way up to advanced graduate students. The text will be class-tested by faculty interested in teaching this material at a variety of institutions, and it will be published by a major textbook firm. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Nelson, Philip University of Pennsylvania PA Herbert Levitan Standard Grant 90590 7427 SMET 9178 7427 0000099 Other Applications NEC 0086995 March 1, 2001 Modernization and Expansion of the UW-River Falls Optics Curriculum. Physics (13) Modern society is increasingly reliant on technologies developed from the optical sciences. In order to sustain growth in these fields, there is a need for people with technical skills in this area and for professionals with knowledge of basic optical phenomena. To address these societal needs, the goal of this project is to improve the Optics education that students receive throughout the Physics curriculum. To implement this goal, we have established three objectives for this project: 1) Integrate a hands-on laboratory experience including the topics of nonlinear optics, laser design, spectroscopy, and optical communication technology into the Optics course for Physics majors. 2) Develop Optics-based summer coursework for high school teachers as part of the Master of Science in Education program with opportunities for teachers to design their own classroom activities. 3) Create a new liberal arts course called The Science of Light to give non-science majors the opportunity to explore optical phenomena such as vision, liquid crystals, color, and holography. These objectives impact not only university students, but also high school science teachers and their students. Each of these objectives are being met by implementing activities which integrate modern optical technology throughout the Physics curriculum. The project is adapting experiments from the physics research and education literature and adapting more common experiments for use by teachers and their students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McCann, Lowell Eileen Korenic University of Wisconsin-River Falls WI Duncan E. McBride Standard Grant 92835 7428 SMET 9178 7428 0000099 Other Applications NEC 0087049 October 1, 2000 K-12 Teacher Development Program. The American Association of Community Colleges (AACC), in collaboration with the Council of Independent Colleges (CIC) and the Independent Colleges Office (OIC), is conducting a three-year project to develop interest in K-12 mathematics and science teaching careers among undergraduate students and concurrently support K-12 faculty teaching science and mathematics. This project adapts components of the NSF GK-12 program for implementation in predominately undergraduate colleges, including community colleges. Recognizing the national need for excellence in science and mathematics in K-12 schools, AACC, CIC, and OIC and their community-based member colleges are developing partnerships with K-12 schools in local communities. The K-12 Teacher Development (KTD) program features science, mathematics, engineering, and technology (SMET) college students as content resources and role models in K-12 classrooms. The college students gain mentoring and classroom experiences with K-12 students by sharing their knowledge and skills; the K-12 teachers gain content resources for their classrooms. The KTD program improves communication and fosters awareness of K-12 teaching as a career for college students, offers classroom assistance and curricular enrichment to K-12 teachers, provides opportunities for college faculty to help undergraduate students implement discipline-specific applications and pedagogical strategies, and provides enriched learning opportunities in SMET for K-12 students. The program includes the following components: 1) greater awareness by college students of K-12 instruction in science, mathematics, engineering, and technology; 2) a network of K-12, community college, and four-year college faculty and schools; 3) collaboration by AACC and CIC to offer a national grant competition for their member colleges; 4) incentives such as community service scholarships, stipends, mini-grants, or course credit to encourage student involvement in K-12 schools; 5) mentoring relationships; 6) professional development opportunities for K-12 and college faculty; 7) dissemination through publications, presentations, and the World Wide Web; and 8) program evaluation CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Barnett, Lynn American Association of Community Colleges DC Joan T Prival Standard Grant 2000000 7428 SMET 9178 9103 7428 7348 0000099 Other Applications NEC 0087052 May 15, 2001 Integrating XRD Analysis into the Undergraduate Earth Sciences Curriculum at San Diego State University. A modern XRD instrument that is user-friendly, resilient, allows sophomore students to engage actively in elementary research projects in mineralogy and petrology and is enabling the Department of Geological Sciences at San Diego State University to revise its sophomore-level curriculum to include more opportunities for hands-on, inquiry based, activities. Research experiences are being introduced at this level, and students are being taught how to formulate testable hypotheses, construct relevant experiments, analyze results, and present conclusions through written and/or oral reports. In addition, the XRD is enhancing the department's existing program of outreach to public school teachers and students. This project is an adaptation of Professor Wendy Bohrson's NSF funded program at Central Washington University. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Girty, Gary Richard Berry San Diego State University Foundation CA Jill K. Singer Standard Grant 68579 7428 SMET 9178 7428 0000099 Other Applications NEC 0087068 May 15, 2001 Improving Mathematical Skill and Attitudes of Under-prepared College Freshmen. Mathematical Sciences (21) This project produces a prototype for a curriculum project to increase the participation and success of an under-represented minority population in mathematics and the sciences. It develops non-traditional materials and accompanying assessment materials for developmental courses. These materials help students relate the analytical methods of mathematics to the rest of their world, think mathematically in investigations that guide their conceptual development, and develop a social support network for learning. It includes development of professional development workshops for faculty to pilot the materials. Products include curriculum materials for a developmental mathematics course at the level of elementary algebra, supplemental materials that support the least prepared students in a laboratory environment to learn or strengthen underlying conceptual understanding, a prototype for workshops intended to prepare instructors to use these materials effectively, and a plan for testing the prototype in other settings. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Dance, Rosalie Ludence Romney University of The Virgin Islands VI Lee L. Zia Standard Grant 74995 7427 SMET 9178 7427 0000099 Other Applications NEC 0087145 December 15, 2000 Development of the Undergraduate Physical Chemistry Laboratory: Laser-Based System for Spectroscopic and Kinetic Studies. Chemistry (12) Insufficient instrumentation currently limits curriculum diversity in the Physical Chemistry Laboratory conducted at this institution. With a survey indicating that many students are not motivated to study physical chemistry, the challenge has been to develop course content which encourages these students. This project consists of setting up a new physical chemistry curriculum based on a wavelength tunable nanosecond pulse laser system. The objectives are: (1) to expose students to interdisciplinary topics which integrate the fields of biology, physics, and chemistry, and (2) to include topics on fast kinetics and electronic relaxation. Topics will include the inversion rate of sucrose catalyzed by enzyme, conformational transition of polypeptides or diblock co-polymer, the effect of a quencher on the electronic relaxation of an aromatic compound, solvent response to fast heat flow, and photolysis of benzophenone. These topics demonstrate how physical chemistry concepts are applied to biological systems and introduce the concept of real time probing of a chemical event. Core instrument of this project is a Nd:YAG pumped Optical Parametric Oscillator (OPO) based laser spectrometer system. Included in this OPO-based system are monochromator, photomultiplier tube detector, digital storage oscilloscope, and a CCD camera. The proposed system enables introduction of previously unstudied experimental methods: optical rotation, scattering experiment, fluorescence lifetime measurement, thermal lens calorimetry, and laser-flash photolysis. Planned laboratory experiments are adaptations from the Journal of Physical Chemistry and the program at Harvey Mudd College which was supported by earlier NSF funding. The evaluation will be provided by an off-campus advisory committee. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Yokoyama, Kazushige Jackson State University MS Victoria M. Bragin Standard Grant 44902 7428 SMET 9178 7428 0000099 Other Applications NEC 0087150 September 15, 2000 Completion of Case Studies for the "Learning through Technology (LT2)" Web site. Interdisciplinary (99) College-level science, mathematics, engineering, and technology (SMET) faculty are increasingly expected to educate all students to be scientifically literate, to develop the ranks of future scientists, engineers, and technicians, and to prepare K-12 teachers who are fully prepared to teach science and mathematics. They are expected to achieve these goals in the context of a national reform movement in undergraduate SMET education, while also making appropriate and (at times) transformative use of new computer-based learning technologies. Faculty typically find only a few professional development resources to assist them in meeting these daunting expectations. This project is working to meet these needs by constructing a complete, web-based professional development site. This site will give faculty access to 9 case studies covering a variety of SMET disciplines of effective "Learning Through Technology" (LT2). These cases are focused on certain types of learning technologies that seem particularly promising in SMET disciplines. All are computer based, connected to well-established teaching methods, and enable some of the following learning activities: visualization, simulation, data analysis, interpersonal interaction, software-based feedback, locating pertinent information, and improved student "creativity." The case studies combined with other elements of the site will provide important information to faculty seeking to learn more about computer-based learning applications and how to implement these effectively. The project is building on an earlier discovery that the implementation of this technology matters at least as much as the technology itself. The web-site is designed to emulate "hallway conversations" that characterize how many faculty share crucial information about new technical developments. This resource is being designed to ease the way for faculty to learn how to use instructional technology to improve student learning. This resource also teaches faculty about technology pitfalls to avoid and provides them access to a series of vignettes that provides more breadth and depth while demonstrating how their faculty peers are integrating instructional technology into their courses. It is anticipated that this will raise the rate of adaptation and implementation of exemplary materials and practices using instructional technology. CCLI-NATIONAL DISSEMINATION DUE EHR Millar, Susan Robert Mathieu Jean-Pierre Bayard University of Wisconsin-Madison WI Myles G. Boylan Standard Grant 162161 7429 SMET 9178 7429 0000099 Other Applications NEC 0087210 January 15, 2001 WEB Accessible Single Crystal X-Ray Diffractometer for Undergraduate Instruction at a Consortium of Predominantly Undergraduate Institutions. Chemistry (12) Recent improvements in diffraction hardware, theory, and software, and in computers have made diffraction methods increasingly routine for scientists, engineers, and professionals in many disciplines. It has also made them increasingly accessible to novices such as undergraduates. Experience at a variety of institutions has shown that these methods can be effectively integrated into the undergraduate curriculum in a wide variety of disciplines, including: biochemistry, biology, chemistry, geology, physics, materials science, engineering, and science teacher education. One of the biggest impediments to integrating diffraction more widely into undergraduate coursework is the lack of hands on access to appropriate diffractometers. This project is adapting and implementing several existing collaborative models from regional Predominantly Undergraduate Institutions (PUIs), and research instrumentation networks. A WEB-accessible diffraction facility that emphasizes single crystal methods but with some powder capabilities has been established at this instituion. It is dedicated to undergraduate instruction in both formal courses and undergraduate research. The facility is fully accessible over the WEB so that participating PUI faculty and their students are able to both observe and control the diffraction instruments remotely as well as access databases located at the institution. Structure solution software for use at each home site is provided as are faculty training and curriculum implementation help for the twenty two participating PUIs. Because of the operation over a distance model proposed for instrument access, this facility is particularly useful to faculty and students in geographically remote regions, to those from less well funded institutions, or to those whose disabilities make travel problematic. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hunter, Allen Alan Jircitano Timothy Wagner Edward Zovinka Laura Strauss Youngstown State University OH Harry Ungar Standard Grant 200000 7428 SMET 9178 7428 0000099 Other Applications NEC 0087360 May 15, 2001 Developing a Text for Physics-For-Architects Course. Physics (13) More than 23,000 students are enrolled nationwide in accredited architecture programs. Most of these programs require their students to take a course of introductory physics, for three main reasons: (1) Architects need to use concepts and methods of physics in their profession. (2) As a component of liberal arts education, physics provides a framework for understanding the physical world. (3) As an exact science, physics develops analytical and quantitative thinking skills. Most architecture programs do not offer a special physics-for-architects course, and their students take physics with students from other disciplines. The drawbacks to architecture students from this situation are significant: They do not learn all the basic physics concepts that they need professionally, while they learn in detail concepts that they do not need. There is not enough time to introduce concepts that are important as general education. The amount of time devoted to problem solving is not optimized for the specific needs of architects. The objective of this project is to develop a text, based on which physics-for-architects courses could be taught. The text, written from the perspective of architects, balances the three required components: relevant professional knowledge, general education, and thinking skills. The availability of such a text encourages architecture programs nationwide to offer physics-for-architects courses. This advances the knowledge and understanding of physics and scientific thinking within the architecture community. During the entire developmental phases, the project is undergoing formative and summative evaluations, both in-house - by students that take the course and by the architecture and physics curriculum committees, and externally - in architecture programs that field-test the material. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Salu, Yehuda Howard University DC Duncan E. McBride Standard Grant 74882 7427 SMET 9178 7427 0000099 Other Applications NEC 0087409 August 15, 2000 Showcase for NSF DUE CCLI Projects at the FIE and ACM SIGCSE Conferences. This project provides for showcases and other related events to promote the NSF CCLI program and projects at targeted computer science and engineering education meetings. The project provides opportunities for presentation and participation at the Frontiers in Education Conferences 2000 and 2001 and the ACM Special Interest Group on Computer Science Education (SIGCSE) Symposia in 2000 and 2001 by recipients of CCLI awards. The project builds on pilot activities at both meetings in previous years. This is done to encourage others to adopt and adapt exemplary computer science and engineering models and materials developed through NSF CCLI support. It also promotes awareness of the NSF and CCLI program among conference attendees. It includes mechanisms to assess the impact of the showcase efforts on the attendees and to increase the number of quality CCLI proposals as well as to increase the number of proposals from new investigators. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Milner, Christopher University of Virginia Main Campus VA Robert Stephen Cunningham Standard Grant 163150 7427 SMET 9178 7427 0000099 Other Applications NEC 0087449 May 1, 2001 Upgrading of Department of Chemistry's FT-NMR Capabilities. Chemistry (12) This award is allowing the Department of Chemistry to provide a state-of-the-art educational experience to our undergraduate students by access to a high-field FT NMR. A variety of experiments are being adapted from the research and educational literature and implemented into most courses in the chemistry curriculum. Thus, undergraduate students in many majors, including nonscience ones, are being impacted by the incorporation of the NMR into the curriculum. General Chemistry students are using the NMR in conjunction with IR spectroscopy and molecular modeling to study the implications of Lewis resonance structures to chemical bonding. The Organic Chemistry students are using the NMR, including two-dimensional spectra, to characterize products from several synthetic procedures. Students in Quantitative Analysis are determining the equilibrium concentrations of species present in polyprotic acid solutions as a function of pH. Multinuclear capabilities (11B and 31P) of the instrument, paramagnetic measurements, dipolar shifts, and line broadening are being explored in the Inorganic Chemistry laboratory, additional two-dimensional spectra are being investigated in the Instrumental Analysis laboratory, and relaxation times and isotopic exchange rates are being measured in the Physical Chemistry laboratory. Many students in the General Chemistry and Organic Chemistry laboratories are Biology and/or Marine Science majors so the impact of this instrument is strong on other science majors. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Evans, David John Goodwin Bradley Norwood Coastal Carolina University SC Kathleen A. Parson Standard Grant 106000 7428 SMET 7428 9178 0000099 Other Applications NEC 0087466 January 1, 2001 Teaching Introductory Combinatorics by Guided Group Discovery. Mathematical Sciences (21) This project is producing materials for teaching a first undergraduate course in combinatorics where a large number of students learn most of the material covered. The materials are based on a sequence of problems designed to lead students to understand the processes of combinatorial mathematics, abstract these processes to general principles, and apply the general principles. While there is some textual material to provide definitions, explain common themes, and help students reflect on what they learn, the vast majority of the intellectual content is in the problems themselves. An Advisory Board is advising on the selection of topics, critiquing the materials developed, testing or arranging for a test of the materials at their own institutions, and helping introduce the materials to the community at large. The materials developed are being published as a slim book by a commercial publisher, with supplementary material on the publisher's website. There is also an instructor's version of the book that contains complete solutions to the problems as well as protocols for using the materials. The protocols include ways of using group work to enhance students' experiences with the materials. Group activities include making sure that the solutions proposed are believable and understandable, assisting students in deciding whether their rewrites of selected problems for resubmission are responsive to instructor comments, and giving group members feedback on problems the instructor chooses only to "spot check." The project concludes with a workshop designed to provide a base of instructors who are both eager and well-equipped to use the materials in their own institutions. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Bogart, Kenneth Dartmouth College NH Elizabeth Teles Standard Grant 250000 7427 SMET 9178 7427 0000099 Other Applications NEC 0087467 April 15, 2001 Computer Simulation of Geotechnical and Hazardous Waste Investigations. Earth Systems Science (40) Teachers of Geology, Geological Engineering, and Civil Engineering are challenged with the task of teaching students how to apply geological concepts to solve real-world engineering problems. While students receive ample presentation of geological concepts, engineering theory, and case histories, they receive very little practice using their knowledge in ways required in the hazardous waste and geotechnical industries. This project aims to enhance and calibrate a simulator for hazardous waste and geotechnical investigations, to test its effectiveness as a teaching tool for undergraduate and graduate instruction, and to explore its use as a research tool to probabilistically evaluate site conditions. This simulator, called BEST DrillSim, addresses the need for students to receive practical experience designing subsurface investigations and interpreting the resulting data, using the geologic concepts they have learned in class. The simulator uses real or simulated hazardous waste or geotechnical sites. The students select locations for simulated borings, interpret the data returned by the computer, and prepare the next step of investigation. The student's goal is to optimize expenses and the number of borings while determining the limits of ground-water contamination or the range and variability of geotechnical properties at the site. The instructor is provided detailed site information, including three-dimensional gif file animations of site geology, static maps of containment plumes, ground elevations, ground-water surfaces, and tabulated summaries of geotechnical and hydrogeologic parameters for each stratigraphic unit. Version 1 of the simulators, called BEST DrillSim, was developed as part of a series of Basic Engineering Software for Teaching (BEST) produced by the instructional Software Development Center at the University of Missouri-Rolla. The three site databases included in Version 1 offer a variety of geological environments for students to investigate: meandering stream alluvial sediments, coastal and shallow marine deposits, and residual soil over shale bedrock. Each site database contains a 700,000 node array, with each node point associated with a specific geologic unit. Each geological unit has a defined set of geotechnical and hydrogeological properties, which have a random variability about a central value, and which vary with depth. Each site also has associated surface topography, ground-water topography (for as many as three aquifers), and contaminant plume maps. The enhanced version (Version 2) of BEST DrillSim, completed under the current project, automatically generates sites. Hypothetical sites are generated using geological and site constraints input by the instructor, matching the specified conditions to default probability distributions of geological, geotechnical, and hydrogeological parameters, and then randomly selecting values within these probability distributions. The capability to probabilistically generate sites means that an infinite number of sites may be produced, without the labor involved in defining individual sites as in Version 1. This capability also allows exploration of probabilistic simulation of real sites, where various hypotheses about site conditions may be evaluated through Monte Carlo simulation. Evaluation of the simulator is taking place in three classes at the University of Missouri-Rolla, and by independent ers outside of the university. Electronic copies of the simulator will be distributed via CD-ROM through commercial vendors. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Santi, Paul Jeffrey Cawlfield Missouri University of Science and Technology MO Herbert Levitan Standard Grant 101768 7427 SMET 9178 7427 0000099 Other Applications NEC 0087476 May 15, 2001 Creation of an Interdisciplinary Earth Materials Testing Laboratory to Enhance Undergraduate Science Education. Earth Systems Science (40) This project is enhancing scientific literacy through the acquisition of laboratory equipment to create a modern Earth Materials Testing Laboratory. The development of hands-on, inquiry based laboratory activities allows students the opportunity to explore, test and analyze various behaviors and characteristics of earth materials. The project emphasizes experience in field sampling and laboratory experimentation with actual earth materials. This Earth Materials Testing Laboratory accommodates eight lower and upper level science courses, impacting approximately 500 students per semester. This includes students enrolled in classes that satisfy the University's science general degree requirement, education majors (elementary, middle and secondary), students obtaining minors in geography, geology, earth science and natural science, and students obtaining majors in geography and natural science. Laboratory activities focus on five themes related to earth materials testing. These themes include (1) material sampling and description, (2) analysis of grain size distribution; (3) measurement of sediment properties; (4) illustration and testing of material responses to environmental stresses; and (5) illustration and testing of fluvial processes. These themes allow students to develop an inherent understanding of the processes by which earth materials impact their lives through simulation of mass wasting, hydrologic flow, sediment transport and the response of earth materials to stress. These five themes cut across the earth science curriculum and allow students to appreciate the interrelationships between courses in a curriculum. By participating in scientific inquiry, students are gaining a deeper appreciation for the scientific method. These earth science exercises are being augmented using digital video posted to the Internet which allows students to compare and contrast their experimental results. Materials are being adapted from projects at Oklahoma State University, the University of South Carolina, Southeast Missouri State University, and the University of Alberta as well as those described in the Journal of Geoscience Education and other journals in the field. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lemke, Karen David Ozsvath Kevin Hefferan University of Wisconsin-Stevens Point WI Elizabeth Teles Standard Grant 28022 7428 SMET 9178 7427 0000099 Other Applications NEC 0087555 April 15, 2001 Adaptation of an Exemplary Environmental Chemistry Laboratory Course. Earth Systems Science (40) This project is adapting an environmental chemistry laboratory course, developed at the University of California, Berkeley, for undergraduate education in the School of Earth and Environmental Sciences (SEES). This curriculum is being supplemented with a section on an important environmental pollutant, lead, using lead paint analysis experiments developed at the University of Utah. An atomic absorption spectrometer, a set of field probes for dissolved oxygen, temperature and conductivity, and pH measurements, and a compact incubator are being obtained to complement equipment available in an existing environmental science laboratory which includes an ion-chromatograph and a field UV-Vis spectrophotometer. The project uses a series of experiments involving field sampling, field analysis and laboratory analysis from two field sites. Five groundwater wells that have been recently installed on campus serve as one field site. The second site is Flushing Bay, located about 2 miles from campus. Combined sewer overflows discharge raw sewage during rainstorms into Flushing Bay. Students are comparing the Flushing Bay data with a much larger New York Harbor water quality data set available from the New York City Department of Environmental Protection. Students are also comparing the Queens College campus well data with United States Geological Survey data from monitoring wells at various locations covering a sequence of aquifers, some similar to those at Queens College. This coordinated set of activities is enabling students to investigate parameters characterizing and regulating water quality in ground water and in coastal water systems. The incorporation of the leaded paint experiment is fulfilling three goals that are missing in the Berkeley curriculum. First, an important environmental pollutant found at trace levels but with high toxicity is introduced. Second, the handling of solid samples, an important aspect of environmental analysis, is used. Third, challenges in quantification of trace amounts of elements in a complex matrix characteristic of environmental samples, are presented. The service-learning approach offers an additional advantage in that it provides a connection between the knowledge the student acquire in the classroom and the application of that knowledge in a way that benefits the community at large. By providing undergraduates with training in state-of-the-art equipment and field experience, the project is introducing them to methods and techniques that are commonly used by environmental scientists and environmental consulting professionals. It also challenges and prepares students to pursue careers in environmental sciences and environmental science education. TEACHER PREPARATION PROGRAM DUE EHR Zheng, Yan David Locke CUNY Queens College NY Elizabeth Teles Standard Grant 29858 7348 SMET 9178 7348 0000099 Other Applications NEC 0087570 May 15, 2001 Research-Inspired Writing: An Interdisciplinary Course for Junior-Level Chemistry Majors. Chemistry (12) The overarching goal of this proof-of-concept project is the design and implementation of a junior-level writing course that is synchronous with the proliferation of research opportunities available to today's undergraduate science majors. Colleges and universities engage students in evermore sophisticated research efforts, yet seldom offer adequate instruction in how to communicate these efforts to the larger scientific community. An interdisciplinary team-planned/team-taught course is combining the expertise of a chemistry professor and an English professor to introduce chemistry majors to the genres of scientific writing and associated scientific literacy skills. The outcome of the project is a pedagogical approach to scientific writing that moves the student beyond generic laboratory reports and develops writing as a vehicle for organizing, interpreting, and communicating research data. Initiatives in scientific writing, when coupled with initiatives in undergraduate research, are ensuring the highest quality education for students, and are better preparing science majors for the research and writing challenges they will face as career scientists. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Robinson, Marin Fredricka Stoller Northern Arizona University AZ John D. Dwyer Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0087619 April 1, 2001 Modern Magnetic Resonance Spectroscopy for an Enhanced Chemistry Curriculum and Support of Local Two-Year College Organic Chemistry. Chemistry (12) Mississippi College has striven to improve science education by curriculum development employing spectroscopy and biochemical subject matter for science and non-science undergraduate students. Extending these changes, we are implementing a significant upgrade of nuclear magnetic resonance instrumental capability with broad implications for the chemistry curriculum at Mississippi College and five local two-year community colleges, Hinds, Holmes, Copiah-Lincoln, Jones County, and Southwest Mississippi Community Colleges. Curricular changes range from foundational to specialized courses and improve student skills in stages through the higher three years of the degree program. These changes are made by adapting experiments from the educational and research literature into undergraduate courses. In this project, a first goal is foundational for the second undergraduate year: improving student understanding and practice of magnetic resonance in organic chemistry at Mississippi College, and developing and implementing an outreach to the five local two-year colleges for annual instructor training, ongoing materials development, support and visiting class practice in infrared and nuclear magnetic spectroscopy. A second goal is developmental: introducing students to more searching experiments which take advantage of the wide analytical range of the instrumentation and its specialized applications in biochemistry, organic and instrumental analysis, and chemical dynamics. Supportive internet resources are being developed for both of these goals. A third goal is investigational: improving undergraduate research and honors by providing students with modern spectroscopic means for their synthetic and experimental work. Facilities are available to colleagues at other local four-year institutions. Following the implementation period, the project will support a long-term improvement of basic student skills in organic chemistry locally, and more specialized activities by upper-division students. Each planned element and the off-campus outreach will be evaluated by the end of the first year with annual assessments thereafter. Both intramural and extramural programs are being assessed based on student and faculty evaluation of the methods and experiences. Affected two-year college programs, which presently lack instrumental support, should realize significant science student, faculty, and program improvements. Science students will be better prepared for higher division classes, transfer programs, and for graduate and professional studies. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Valente, Edward David Magers Jerry Cannon Anthony Dribben Mississippi College MS Susan H. Hixson Standard Grant 124125 7428 SMET 9178 7428 0000099 Other Applications NEC 0087638 January 1, 2001 Adapting and Implementing the 'Workshop Biology' Concept for an Undergraduate Genetics Class. Biological Sciences (61) The goal of this project is to increase student comprehension of and enthusiasm for genetics by developing a "Workshop Genetics" course to replace the traditional lecture/lab format currently in use. Genetics is a highly quantitative subject that is frequently a stumbling block for biology majors. Studies show that students enroll in genetics with misconceptions regarding everything from the cell cycle and mitosis to evolution. Furthermore, students have a particularly hard time relating many genetics concepts to their everyday lives. Nonetheless, most initiatives to improve science education have focused on introductory and general education courses. In order to rectify these problems, the "Workshop Biology" project, which was developed for a large general education class at the University of Oregon, is being adapted for implementation in the smaller, mid level genetics class. "Workshop Genetics" consists of four basic types of activities: Class Assemblies, Concept Activities, Investigative Laboratories, and Issues Activities. Additionally, a series of computer-based multimedia genetics problem sets are being developed through collaboration with John Pollack at Cornell University. All of these activities are being implemented with the help of undergraduates pursuing secondary education certification in biology. The success of the project goals will be assessed through collaboration with Dr. Patricia Nelson, Head of the Susquehanna University Education Department. Ultimately, this course will serve as a model for other upper level workshop science courses, will be disseminated via a "Workshop Genetics Homepage", and will be presented at ABLE and Strategies for Success Conferences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Tobin-Janzen, Tammy Susquehanna University PA V. Celeste Carter Standard Grant 15895 7428 SMET 9178 7428 0000099 Other Applications NEC 0087644 January 1, 2001 The PascGalois Project: Visualizing Abstract Algebra. Mathematical Sciences (21) The PascGalois Project is developing materials that use computing technology to enhance the teaching of abstract algebra which has traditionally been one of the most difficult and least visual subjects in the undergraduate mathematics curriculum. These materials provide an interesting class of objects and computer generated representations that allow students to "see" numerous algebraic concepts. This project has its origin in a simple exercise with Pascal's triangle. The interest in this construction lies in the fact that Pascal's triangle mod n is the group multiplication for the cyclic group Z . This construction is being generalized using other finite groups. Like Pascal's triangle mod n, PascGalois triangles can have self-similar properties. Many of these properties can be described using subgroups, quotients, and automorphisms of the group G. The project is developing software to create these images and higher dimensional generalizations (e.g. automata, similar to Conway's Game of Life) on demand so that students can investigate these patterns and their relationships to group structure. The primary objectives of the project are: to develop laboratory exercises that provide a visual component for the junior/senior level Abstract Algebra courses; to develop students' visual and intuitive understanding of difficult concepts; to model effective use of technology for prospective mathematics teachers and thus better prepare them to implement the National Council of Teachers of Mathematics standards; to stimulate interest in abstract algebra and encourage graduate study in mathematics, and to increase participation in undergraduate research in mathematics by providing a source of interesting and accessible research projects. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Bardzell, Michael Kathleen Shannon Salisbury University MD Elizabeth Teles Standard Grant 74990 7427 SMET 9178 7427 0000099 Other Applications NEC 0087655 January 1, 2001 FT-NMR: Hands-On Access In the Undergraduate Curriculum. Chemistry (12) The importance of Fourier Transform-Nuclear Magnetic Resonance (FT-NMR) spectroscopy in modern chemistry is reflected in the 1999 American Chemical Society Committee on Professional Training guidelines for the undergraduate organic chemistry curriculum which recommends hands-on training in 1 H and 13 C NMR for undergraduate students. In addition, more advanced pulse sequences such as 2-D NMR have become increasingly vital tools for the modern chemist. In order to incorporate these recommendations, the Department of Chemistry has purchased a 300 MHz instrument capable of teaching the broad range of experiments that comprise modern FT-NMR. We are infusing this technology across our undergraduate curriculum in a series of experiments, adapted from the current literature (research and educational), that is designed to progressively introduce a series of 1-D and 2-D NMR techniques. In doing so, we are adapting the approach recently instituted at Florida State University (CCLI A&I DUE-9972198), adjusting for the size of our student population and tuned to existing strengths in our curriculum. The instrument is being used first by students in their sophomore-level Organic Chemistry sequence to interpret and to obtain 1 H and 13 C spectra, then in a progressive fashion in Qualitative Organic Analysis, Physical Chemistry, Advanced Synthetic Methods, and Undergraduate Research in which more sophisticated techniques and the multi-nuclear nature of FT-NMR are explored. Outcomes include students with extensive hands-on experience in a variety of NMR techniques. Additionally, we are studying the pedagogy of teaching NMR across the curriculum and are in the process of producing a web accessible database of spectral FID's emphasizing 2-D NMR as a problem-solving tool. The database is providing a unique resource to other universities that may wish to implement 2-D NMR spectroscopy into their curriculum but that lack the instrumental capabilities to do so. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Smart, Robert Stephen Matchett John Bender Grand Valley State University MI Kathleen A. Parson Standard Grant 144396 7428 SMET 9178 7428 0000099 Other Applications NEC 0087657 March 1, 2001 Developmental Biology Courseware that Integrates Multimedia Technology into the Laboratory and Classroom Experience. Biological Sciences (61) It is paramount to the learning of science that students participate in science as active learners and researchers. The use of multimedia technology to facilitate this goal offers an inexpensive way of making materials available to a large number of students and encourages students to be independent learners. This project is developing multimedia courseware that makes a wealth of resources available to undergraduate college students who are exploring the field of developmental biology. This field has gained tremendous importance recently because of its relevance to our daily lives through techniques such as cloning, genetic engineering, assisted reproductive techniques, and our realization of environmental impacts on development. It is important that college students gain an understanding of this field and that educational materials be available that make it both exciting and accessible. The multimedia courseware this project is developing consists of an interactive CD-ROM that interfaces with an interactive Web site. This CD-ROM/Web hybrid instructs students on techniques and the biology of organisms used in this field. The courseware is called Vade Mecum, Latin for "go with me," which was a term used in the past to designate a manual or handbook, and is used here to refer to the portability of this courseware, aiding its usefulness as the student uses it to explore developmental biology. One of the strengths of Vade Mecum is that it is fully integrated with a laboratory manual and coordinated with a major textbook in the field. This creates a unified package that facilitates both teaching and learning. Vade Mecum uses QuickTime movies, QuickTime Virtual Reality modules, an extensive gallery of labeled photographs, interactive learning sequences, puzzles, questions, and Web links to communicate to students how to create their own investigative tools, how to work with various model organisms, and how to understand the complex life cycles and development of these organisms. Web modules allow and encourage students to post their own work and discussions in the "Virtual Poster Session" and "Virtual Round Table" sections. By showing students the methods for low-cost experiments, how to construct their own tools out of common, inexpensive materials, how to adapt an inexpensive microscope to have it perform as an expensive instrument, and by keeping the cost of the Vade Mecum CD to a minimum and making the Vade Mecum Web Site available to all, this course material will be useful to learning at all institutions regardless of their financial status. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Tyler, Mary University of Maine ME Jeanne R. Small Standard Grant 445769 7427 SMET 9178 7427 0000099 Other Applications NEC 0087680 January 1, 2001 A Multifunctional Technology Classroom for the Teaching of Data-Intensive Statistics. Mathematical Sciences (21) The objective of the proposal is to enhance the learning process for students in Introductory Statistics and Calculus Based Statistics by adapting and implementing several types of pedagogical methods including ActivStats developed by P. Velleman and applets on the internet developed at the University of South Carolina. To implement the project a 32-student classroom was created which included an overhead projection unit and a smart board. The classroom enables multiple types of learning experiences and provides the technology for access to and analysis of real data. The smart board allows the instructor to edit any output coming from the projector as well as provide notes that are stored. The board also allows the instructor to retrieve notes as needed. Also, students work collaboratively and use real application. Hence, they become properly equipped for experiences beyond the classroom. Another important aspect of the project is the ability of the students to communicate their ideas. This is addressed by assigning and emphasizing writing assignments. Using more active learning approaches with real data from many disciplines enables statistics students to better understand concepts and be able to apply them to their fields of study and personal lives. Also, from the writing assignments students gain technical writing experiences and skills. The proposal directly addresses the themes of enhanced student learning, faculty development and integration of technology into education. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Patch, Steven Sherry Gale Dorothy Sulock Lothar Dohse Patricia McClellan University of North Carolina at Asheville NC Calvin L. Williams Standard Grant 49450 7428 SMET 9178 7428 0000099 Other Applications NEC 0087683 January 1, 2001 Visual Beams for Enhanced Learning in Statics and Solid Mechanics. (59 Engineering Other) In this project, we are developing hands-on and visualization tools for introductory engineering courses such as statics and solid mechanics and other engineering courses as a proof-of-concept. The project addresses the need for curriculum improvement in the areas of problem formulation and integration of hands-on force input with computer visualization tools for fundamental engineering courses. Incorporating the sense of touch with computer visualization tools aids students in problem formulation, problem solving and analysis skills. These tools connect the physical systems to visualization and solutions calculated from theory. Specifically, the developed tools help students overcome difficulties in working with forces, moments, displacements and stresses, such as: 1) determination of the reaction forces and moments caused by applied forces; 2) determination of the shear and bending moment distributions in beams; 3) visualization of the deformation of a structure under applied loads; 4) determination of the types of stresses resulting from axial, torsional and bending loads. The tools enhance critical thinking and problem solving skills of students by engaging them in the learning process through individual experimentation. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Kadlowec, Jennifer Douglas Cleary Beena Sukumaran Eric Constans Paris vonLockette Rowan University NJ Russell L. Pimmel Standard Grant 40133 7427 SMET 9178 7427 0000099 Other Applications NEC 0087723 January 1, 2001 Laboratory Materials for Hands-On Exploration of Wireless Networking Concepts. Computer Science (31) This project develops innovative new laboratory materials that give students hands-on experience with wireless networking concepts and technology. The underlying hardware for student projects is the Cybiko, an inexpensive yet powerful multi-functional communications computer. The resulting materials can be used to augment existing computer networks courses, as several of the exercises illustrate traditional networking concepts, or they can form the core of a new upper-level wireless networking course. The tremendous growth of the internet, in both size and significance, makes it increasingly important that undergraduate students be exposed to fundamental networking technologies and techniques. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Richards, Bradley Vassar College NY Mark James Burge Standard Grant 74879 7427 SMET 9178 7427 0000099 Other Applications NEC 0087736 January 1, 2001 Integration of Capillary Column Gas Chromatography into Project-Oriented Laboratories. Chemistry (12) Capillary column gas chromatography (GC) is integrated into several courses that offer multi-week, collaborative, project-oriented laboratory experiences, using experiments which are adapted from standard literature. The Chemistry Department currently offers many of these types of laboratory experiences to students, but feel the addition of several capillary column GC's would greatly enhance the range of projects that could be offered. The Department greatly values multi-week, collaborative, project-oriented laboratories because the skills students develop, such as working as a member of a team, designing experiments, and evaluating data, are central to being a scientist. In addition, offering multi-week projects, which closely parallel a true research experience, inspires more students to seek out undergraduate research experiences. Capillary column GC is a flexible, fast, and quantitative tool that can support many types of projects in introductory, environmental, and organic chemistry. The GC instruments have temperature programming capabilities and are equipped with two detectors, two columns, and an integrator for each instrument. The majority of the GC instruments have flame ionization detectors; however, two of the instruments are each equipped with an electron capture detector. The addition of two electron capture detectors allows two of the GC instruments to support project-oriented laboratories in environmental chemistry courses where the selective detection of halogenated and nitro-substituted compounds, a typical motif for many pesticides and herbicides, are crucial. The majority of the capillary column GC usage occurs in sophomore organic chemistry laboratories where there has been a shift in curricular focus to offering all project-oriented laboratory experiences. Some examples of projects to be offered include the examination of competitive reaction pathways in the dehydration reaction of an alcohol, a study of structure/reactivity relationships in the Diels-Alder reaction, and the examination of the enantioselective reduction of an acylnaphthalene derivative. Introductory and environmental chemistry courses at Carleton offer at least one multi-week, project oriented laboratory experience. During this period students usually pick from a menu of possible projects that a team can undertake. In introductory chemistry three projects take advantage of the new capillary column GC's. These projects include an examination of intermolecular forces in several liquids, the investigation of a simulated forensic arson sample, and the investigation of the volatility of fluorinated metal-acetylacetonate complexes. In environmental chemistry a project would call for a student group to examine the distribution of a herbicide in either soil or water in the immediate region around the campus. An additional project is also used to examine pesticides and herbicides in commercially grown fruits and vegetables. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Drew, Steven Jerry Mohrig William Hollingsworth David Alberg Deborah Gross Carleton College MN Victoria M. Bragin Standard Grant 35050 7428 SMET 9178 7428 0000099 Other Applications NEC 0087767 May 1, 2001 Incorporation of GC/MS Based Investigational Experiments into the Chemistry Curriculum. Chemistry (12) Mass spectrometry is central to most strategies for solving structural problems in chemistry. The lack of a reliable mass spectrometer in the Department of Chemistry is the weak link in ongoing efforts to adapt and implement discovery-based activities into several laboratories. Specific, multi-week investigational experiments that exploit mass spectrometry (as well as complementary spectroscopic techniques) have been identified in the chemical literature and will be adapted and implemented into our curriculum in core courses (Organic Chemistry I and II, Inorganic Chemistry, Physical Chemistry I and II, and Advanced Analytical Chemistry), advanced elective courses (Advance Organic Chemistry, Organometallic Chemistry, and Spectroscopy and Molecular Structure), and a non-majors course (Chemistry in Context). A modern mass spectrometer will also significantly enhance the undergraduate research program offered within the context of Independent Studies projects and the summer research experience. The recently distributed pamphlet "Investigative Experiments for the Undergraduate Chemistry Curriculum" is to be expanded to include the new experiments and the current experiments upgraded to include mass spectra. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McDonald, Chriss Charles Mahler Holly Bendorf David Franz Lycoming College PA Pratibha Varma-Nelson Standard Grant 37463 7428 SMET 9178 7428 0000099 Other Applications NEC 0087789 January 1, 2001 Fluid and Engineering Mechanics Learning Laboratories. Engineering - Other (59) Cooper Union is creating a new learning environment in the interdisciplinary curricula of fluid mechanics and engineering mechanics. The new environment, based on the classroom-studio concept originally developed at Renssalaer Polytechnic Institute, seeks to better integrate the process of design education into engineering education. Further, in its most innovative aspect, the project involves using the studio-classroom, combined with a prototyping studio, to improve design education. To that end, the Cooper Union is equipping two closely related Learning Laboratories, one for fluid mechanics and one for engineering mechanics. The Learning Labs add an interactive mode to the traditional classroom lecture format, adapting standard, proven bench-scale equipment used in typical engineering education for fluid and engineering mechanics. The new facilities take full advantage of new educational technologies to create a dynamic, engaging learning and teaching environment especially suited to these basic subjects. A third element, a Prototyping Studio to be supplied by Cooper Union, is adding the vital element of fabricating prototypes, which are to be conceived and iteratively tested, analyzed, and redesigned in the Learning Labs. In this way, analysis is more fully integrated into the design process, advancing design education; and practice is more closely juxtaposed with theory. The Learning Labs are providing pedagogical tools to seamlessly integrate conceptualization, analysis, communication, teamwork, and fabrication. They are also promoting research in engineering education and serve as a model for a new teaching methodology in other disciplines as well. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Cataldo, Joseph Vito Guido Cooper Union NY Ibrahim Halil Nisanci Standard Grant 49150 7428 SMET 9178 7428 0000099 Other Applications NEC 0087805 March 1, 2001 Planetarium for Undergraduate Astronomy Classroom Instruction. Astronomy (11) A planetarium system is being incorporated into an undergraduate astronomy curriculum. in addition the project provides a basis for outreach programs to local elementary and high schools and the surrounding community. Many astronomy topics are difficult to teach because of: (1) slow occurrence of phenomena in real time; (2) restriction of the observer to the geocentric perspective; (3) restriction of the observer to a single geographical area; (4) lack of a dark nighttime sky in urban or suburban areas; (5) in an outdoor laboratory setting, dependence upon weather conditions. The goals of this project are to solve the above problems by: (1) increasing both the level and pace of student comprehension in the several critical areas in the undergraduate astronomy curriculum which are notorious for their teaching difficulty; (2) increasing the speed of student comprehension, increasing the efficiency of astronomy lectures, allowing more classroom time to be devoted to other topics; (3) providing for activity-based learning experiences, which in conjunction with lectures have been shown to increase student performance; (4) promoting scientific inquiry in the classroom and beyond by encouraging an appreciation of astronomy and of science in general. The planetarium system will achieve the above goals by accomplishing the following objectives: (1) clearly illustrate both the actual and apparent motions of the Earth, Moon, and Sun, from any vantage point on the Earth or from space, in compressed time periods much shorter than actual; (2) demonstrate the causes of the seasons from those motions; (3) demonstrate the causes of the phases of the Moon and the causes of Solar and Lunar eclipses from those motions; (4) present the real and apparent motions of all planets in an accelerated time frame; (5) illustrate the celestial coordinate system used by astronomers by projecting it onto the background of stars; (6) demonstrate the effects of the slow precession of the Earth's axis of rotation in a greatly accelerated time frame; (7) project the positions of stars and of the constellations down to near the human eye limit for a completely dark sky; (8) have the capacity for presenting slide shows, or computer graphics and animations; (9) provide all of the above experiences in an environment that is completely weather-proof; (10)provide for astronomy general education and appreciation outreach programs. These factors are especially important at the college, which resides on the Salt River Pima Maricopa Indian Reservation, affording the local reservation residents ready access to the planetarium public lectures, as well as participation in the campus astronomy curriculum. Uses of the planetarium are being adapted from the literature on using planetaria effectively in the teaching of astronomy. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Mutz, Steven Maricopa County Community College District AZ Duncan E. McBride Standard Grant 36824 7428 SMET 9178 7428 0000099 Other Applications NEC 0087815 January 1, 2001 Improving Student Learning Through Effective Implementation of Technology. Mathematical Sciences (21) This project is improving student learning in precalculus and calculus, providing a foundation for further success and retention in upper level mathematics and science courses, and enhancing student learning outcomes for non-science majors. This addresses four specific problems: (1) limited computer laboratory facilities, (2) low student success rates in precalculus and calculus, (3) low retention of students in mathematics classes, and (4) low enrollment and retention in related science and engineering courses. The overall objective of this project is to make majoring in Science, Math, and Engineering (SME) more accessible through improved student learning in precalculus and calculus, thus empowering students to succeed when they transfer to four year institutions. To achieve this objective the mathematics faculty have established the following goals: (1) adaptation and implementation of exemplary educational materials, and proven techniques of previously funded National Science Foundation projects especially the Connected Curriculum Project and the University of Alabama Integrated Mathematics and Science Curriculum; and (2) establishment on one campus of a Mathematics Laboratory in which to use these new materials, thus creating an effective, interactive learning environment, which also provides Internet access for local students. Activities include the following: (1) requiring all students in precalculus and the calculus sequence to enroll in a mathematics laboratory semester hour class designed to complete mathematics laboratory exercises; (2) enhancing faculty professional development by participation in the Duke University Connected Curriculum Project (CCP) workshops and by consultation with The University of Alabama to adopt and implement effective learning strategies; (3) developing of CCP modules in MATHCAD and MATLAB for use in the mathematics laboratory; (4) developing Internet courses; and (5) collaborating with faculty on other campuses of the college to initiate college wide reform of mathematics education. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Swinney, Kenneth Tarsh Freeman Harold Rowell Sandra Swinney Bevill State Community College AL Elizabeth Teles Standard Grant 94994 7428 SMET 9178 7428 0000099 Other Applications NEC 0087833 March 15, 2001 Integrating Atomic Force Microscopy into the Undergraduate Chemistry Curriculum. Chemistry (12) In order that students achieve a better understanding of the atomic nature of matter and to provide technologically advanced yet increasingly ubiquitous instrumentation for undergraduate laboratories and research, we are integrating atomic force microscopy (AFM) into three facets of the chemistry curriculum. In many academic and industrial settings AFM is becoming a routine tool. With its unique capability for "seeing" atoms and its ability to image under ambient conditions and in liquids, AFM provides a technologically advanced solution to many problems facing undergraduate chemistry students. The project adapts several experiments from the literature into various levels of the curriculum in order to enhance the study of atomic and molecular structure. At the freshman level, AFM instrumentation is being demonstrated in the laboratory while images are presented and discussed in the classroom to provide a "proof" of the existence of atoms and to give students a sense of atomic size. This basic foundation in AFM paves the way for hands-on laboratory experiences for upper division chemistry, biochemistry and some biology majors. Mica, silica or graphite are being imaged along with an "exotic" sample in the instrumental analysis laboratory. As an exciting new use for AFM, an experiment suitable for incorporation into the biochemistry laboratory is being developed. Finally, an AFM provides the instrumentation needed to support three diverse research projects guided by three professors. Undergraduate students are investigating atmospheric particulate matter of environmental concern, modified silica surfaces for use in chromatographic stationary phases, and environmental factors affecting cell surface glycopeptides in the Penicillium mold. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lehmpuhl, David Colorado State University-Pueblo CO Susan H. Hixson Standard Grant 63829 7428 SMET 9178 7428 0000099 Other Applications NEC 0087860 June 15, 2001 Geochemical Analysis across the Geology Curriculum and in Related Courses in Chemistry and Environmental Studies. Geology (42) While qualitative field-based observation remains fundamental to the science of Geology, a more complete understanding of the earth system and its processes, as well as related environmental problems, requires a multi-disciplinary approach including the collection, interpretation, and application of quantitative geochemical data. Students in Geology and Environmental Studies are able to undertake major and trace element analyses of, and explore compositional relationships in, solid rock, mineral, sediment and soil samples by using an automated Wavelength Dispersive X-Ray Fluorescence Spectrometer with element mapping and spot analysis capabilities, along with associated sample preparation equipment. Adapting exemplary models from Albion College, Dickinson College, Furman University, and Middle Tennessee State University, and from the literature, we are incorporating inquiry-based exercises using these analytical techniques into courses in Physical Geology, Mineralogy, Petrology, Environmental Geology, Geochemistry, and Chemical Analysis of the Environment. In so doing, we are (1) increasing the involvement of our students in the process of modern scientific investigation, with progressive preparation for independent and student-faculty cooperative research through Independent/Directed Study and the Environmental Studies Senior Seminar; and (2) enhancing student understanding of fundamental relationships between chemical composition, mineralogy, rock-type, tectonic setting, and global biogeochemical cycling. An important component of our project is site visits by a team of experienced external evaluators, providing information exchange and assistance in formative and summative evaluation. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Allen, Timothy Peter Nielsen Stephen Stepenuck Keene State College NH Susan H. Hixson Standard Grant 120108 7428 SMET 9178 7427 0000099 Other Applications NEC 0087862 September 15, 2000 A Research-Based Organic Chemistry Laboratory Curriculum Employing Combinatorial Techniques. Chemistry (12) This project uses an innovative approach to laboratory instruction in organic chemistry to replace the previous "cookbook" curriculum. We are adapting the research-based design of Kharas, DePaul University (J. Chem. Educ. 1997, 74, 661) and extending the program to a full year of original research on a class of novel luminescent metalloles. In our program, each student prepares and characterize a unique target molecule. We are incorporating the principles of combinatorial chemistry into the curriculum and, for the first time, are introducing students to experimental organometallic chemistry. The combinatorial technology promises to revolutionize the fields of organic synthesis, drug discovery, and material sciences. The pedagogical shift from the present discovery-based instruction to the innovative research orientation makes our students collaborators in research, as they employ advanced laboratory techniques, working in an atmosphere of genuine scientific inquiry. This approach strengthens our institution's goal of challenging the creativity of students, and helps the students gain independence and self-confidence. We are convinced our research approach linked to the new combinatorial technology is applicable to other scientific disciplines, including biology, environmental sciences, and material sciences. We intend our approach to serve as a model for other institutions. In our one-year pilot program, students demonstrated a greater understanding and appreciation for the nature of scientific research, improved their laboratory skills, and evidenced enthusiasm for the approach. They also learned to design and optimize their experiments. Based on the results of the pilot program, we have refined the curriculum to concentrate on six units, each of which focuses on a specific reaction. During the pilot program, students said they had developed competence in several important characterization techniques. But they said they fared less well in their abilities to perform NMR spectroscopy or carry out inert atmosphere transfers. To address these two critically important techniques, we are incorporating the use of a multinuclear FT-NMR spectrometer and three glove boxes. Following careful evaluation of the project, the results will be disseminated at workshops and through presentations at national meetings as well as by publications in the chemical literature, with students as co-authors. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Newton, Thomas Henry Tracy University of Southern Maine ME Susan H. Hixson Standard Grant 116488 7428 SMET 9178 7428 0000099 Other Applications NEC 0087870 January 1, 2001 GIS Instruction and Application: Extending a Multidisciplinary Technology across a Liberal Arts Curriculum. Interdisciplinary (99) The objective of the proposal is to incorporate Geographic Information Systems (GIS) into undergraduate biology, geography, and geology courses. The project is an adaptation of curricular revisions made at Richard Stockton College in their Environmental Studies Curriculum. Learning with GIS enables students to engage in the processes and methods of inquiry, to think rigorously, rationally, and creatively about the acquired knowledge, and to communicate effectively. GIS have traditionally been used to analyze spatial data and problems in field-oriented disciplines like biology, environmental studies, geography, and geology, but it can also be used to study problems in economics, political science, sociology, and urban studies and modeled as a teaching aid in education. The project modifies a core set of inquiry-based courses in biology, geography, and geology in order to infuse GIS methodology in the natural and social sciences and to serve as multiple entry points into an advanced geography course in GIS theory and application. Faculties teaching these lead courses specialize in appropriate areas of GIS theory and application so that they may serve as mentors to interested faculty across campus. The implementation will take two tracks. First, a centralized learning laboratory with sufficient computer hardware and peripheral equipment is created so students are able to take full advantage of campus GIS technology. Also, lead faculty are trained in the use of ESRI 's ArcView and ArcInfo relative to their needs and discipline specialties. An important outcome of the project is that the use of GIS extends across the curriculum by providing mentoring opportunities to a self-selected group of faculty that have identified a need and interest in incorporating GIS into their coursework. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ritter, John Olga Medvedkov Timothy Lewis Wittenberg University OH Daniel P. Maki Standard Grant 93974 7428 SMET 9178 7428 0000099 Other Applications NEC 0087886 January 1, 2001 Neurobiology Laboratory Experience for Biology Majors and Other Advanced Students. Biological Sciences (61) This project is strengthening the basic science curriculum through use of computerized work stations in the laboratory component of Experimental Neurobiology. Experimental Neurobiology is structured around the laboratory component, and provides a heavily investigative approach. Students learn modern neurobiology techniques including: intracellular recording, extracellular recording, action potential discrimination, neuronal tract tracing, and neuron staining and imaging. These techniques are learned using model invertebrate preparations that allow novice students to successfully record from nervous systems and perform experiments in a three-hour period each week. Many laboratory sessions are adaptations of investigations from the NSF-funded Project Crawdad, and we are developing several new activities based on other invertebrates. Each student designs and carries out an independent four-week investigation culminating in an oral presentation and a web page illustrating their findings. The work stations are also benefiting the laboratory activities in five other physiology/cell biology courses. Also, this equipment is greatly expanding opportunities for undergraduates to gain an independent research experience in neuroscience. Finally, the equipment is also allowing us to integrate a neuroscience laboratory experience in two science education courses required for pre-service teachers. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Murray, James Paul Hamilton University of Central Arkansas AR Herbert Levitan Standard Grant 59061 7428 SMET 9178 7428 0000099 Other Applications NEC 0087892 January 1, 2001 Mathematics for Future Secondary Teachers. Mathematical Sciences (21) In this proof-of-concept proposal, a strategy for improving university-level mathematics courses for future secondary math teachers is tested. There is increasing evidence that the mathematical training that secondary school teachers receive in U.S. colleges and universities often fails to impart a deep understanding of the structures that underlie high-school math. Cooperating teams in four Louisiana locations, consisting of college faculty, high-school teachers and college students, work under central support and direction to author and test curriculum materials in algebra, geometry, analysis, or statistics that address this need. Each lesson package concerns a single topic of limited scope, chosen for its mathematical interest and relevance to state and national standards and designed for use in university- level courses. A unique feature of the lesson package is the inclusion of extensive examples of student work. The advantages of this are ensuring that the product is "in tune" with students' thinking, providing teachers with tools to better comprehend students' conceptual understanding, and providing a powerful instrument for assessment and evaluation that is built into the system. The project also tests the organizational model under which the lesson packages are produced. A change in faculty culture is achieved by instituting a new form of pedagogical scholarship that is self-sustaining and capable of adapting to future needs. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Madden, James Louisiana State University & Agricultural and Mechanical College LA John R. Haddock Standard Grant 74831 7427 SMET 9178 7427 0000099 Other Applications NEC 0087894 June 1, 2001 Reinventing Introductory Geology Courses for Majors and Non-Majors Using Peer Instruction and Other Inquiry-Based Learning Strategies. Geology (42) The Department of Geology at the University of Akron is adapting and assessing an inquiry-based teaching model for introductory geology courses in a large classroom setting. This project is an outgrowth of NSF-sponsored workshops on Inquiry-Based and Cooperative Learning through FIRST (Faculty Institutes Reforming Science Teaching) and departmental discussions resulting from the small-scale application of inquiry-based learning methods in the PI's courses. We are developing an approach based on peer instruction techniques described in Eric Mazur, "Peer Instruction: A User's Manual," (Prentice Hall, 1997). This method of peer instruction has been a widespread success in improving learning and raising standard test scores for physics students in a variety of institutions. One lecture theater (180 student capacity) at the University of Akron has been fitted with a classroom communication system (CCS) technology sold by EduCue that was designed to support this peer instruction technique. [See www.EduCue.com.] This technology, and the necessary training in its use, is being made available for faculty in other departments. Approximately 2800 students per year enroll in an introductory geology course at the University of Akron, over a third (950) are education majors. As we shift to peer instruction, our goals are to improve science literacy among non-majors taking a science elective, and to model inquiry-based learning methods for education majors taking courses to satisfy state licensure standards. We are taking steps to ensure that this method of learning results in improved student learning of specific geological concepts by carefully assessing the retention of key concepts among geology students. A series of inquiry-based learning modules will be developed for a variety of introductory courses aimed at both major and non-major student populations. Conceptual questions addressed to students (ConcepTests) are being used in conjunction with a variety of other proven classroom assessment techniques to generate daily formative evaluations. These evaluations are being used to judge the effectiveness of our teaching and learning strategy. The overall evaluation we are employing includes comparisons of test results, written reports, student interviews, responses to pre- and post-class attitudinal surveys, and a longitudinal study of geology and education majors. This assessment is being guided by faculty from the College of Education's Department of Curricular and Instructional Studies. As part of this project we are also offering seminars and faculty development workshops to other science faculty at the University of Akron, and seminars, workshops, and presentations at regional and national meetings to in-service teachers and geology faculty at other institutions. In addition, all learning materials created for this project will be made available to other faculty through departmental websites and textbook publishers (McGraw-Hill). CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McConnell, David Katharine Owens David Steer University of Akron OH Myles G. Boylan Standard Grant 127983 7428 SMET 9178 7427 0000099 Other Applications NEC 0087895 May 1, 2001 Enhancing Discovery-based Learning: Applications of a Low-vacuum, Scanning Electron Microscope to Undergraduate Laboratory and Research Experiences. Geology (42) Faculty from geology, biology, and chemistry are incorporating use of a Low-Vacuum Scanning Electron Microscope with Energy Dispersive Spectrometer (LV-SEM/EDS) into undergraduate science laboratories and research experiences. Scanning electron microscopy is an accessible technique for undergraduates and provides an important means for hands-on learning. The goals of this project are to: 1) develop students' skills of observation and analysis while using technologically-advanced equipment in coursework and research; 2) foster collaborative learning through development and implementation of learner-centered laboratories and experiments; and 3) promote interdisciplinary work and exchange of ideas between and within different groups of student and faculty researchers. To meet these goals, several discovery-based activities involving image and compositional analysis of a variety of specimens (e.g., minerals, rocks, microfossils, semiconductors, plankton, synthetic crystals, and gunshot residue) are being implemented in courses across the curriculum (e.g., introductory through advanced courses in geology, biology, and chemistry). The project adapts curricular aspects of programs at Western Kentucky University, Hamilton College, Middlebury College, and Bowdoin College. Overall, the instrument is being incorporated into 15 courses throughout the science curriculum. Undergraduate students are working closely with faculty to prepare specific laboratory exercises. These student assistants are responsible for aiding the instructor in writing exercises, performing calibrations, acquiring images, and developing laboratory instructions. Exercises focussing on discovery of critical concepts and interpretation of data involve a wide variety of phenomena, including compositional variation in minerals, flow textures in volcanic rocks, plant morphology, surface degradation in fossil remains, microstructures in deformed rocks, peptide-mineral adhesion, and textures of metal oxide films. Students working interdependently on these projects in small, self-selected groups, are seeking a deeper understanding of course material in addition to developing a clear understanding of the physical principles basic to SEM. The results of this project are to be made available to the public and colleagues at other institutions through the world wide web, journal articles, and presentations at professional meetings. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Castro, Jonathan Yolanda Cruz Steven Wojtal Sarah Stoll Karla Parsons-Hubbard Oberlin College OH Susan H. Hixson Standard Grant 100000 7428 SMET 9178 7427 0000099 Other Applications NEC 0087898 February 1, 2001 Multi-disciplinary Biomedical Engineering: Preparing Future Engineers with Diverse Traditional and Specialized Skills. Engineering - Other (59) With the current need for medical devices that combine mechanical systems and materials with sophisticated electronic components, there is a concurrent need for engineers with a combination of strong traditional and specialized engineering skills. To produce such interdisciplinary engineers, an educational program that provides a comprehensive interdisciplinary engineering background combined with a broad-based education in biomedical engineering (BME)is necessary. This is being implemented via a distinctive undergraduate BME concentration within the framework of the established engineering program at LeTourneau University. In addition, every engineering student in the University gains exposure to BME principles and experience in a BME laboratory. The BME concentration features: (1) 27 semester hours of specialized BME coursework, (2) 2,000 square-feet of BME laboratory space with modern experimental equipment, (3) 20 semester hours life science coursework, and (4) optional scheduling of additional science coursework needed for entrance to medical school; all built upon an ABET-accredited engineering degree. Additional enhancements include collaborations with colleagues at academic and medical affiliates, who provide student summer internships and BME workshops. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gonzalez, Roger Paul Leiffer LeTourneau University TX Russell L. Pimmel Standard Grant 165000 7428 SMET 9178 7428 0000099 Other Applications NEC 0087906 June 1, 2001 Investigative Psychophysiology Laboratory Experiences in College and High School. Psychology - Biological (71) In this project, St. Olaf College is revising the cognitive neuroscience laboratory components of three psychophysiology courses and piloting an outreach program to area high schools. The project is developing a series of laboratory exercises that emphasize the quantitative rather than the qualitative aspects of psychophysiology. We are doing this by replacing the analog equipment currently employed in the psychophysiology courses with BioPac digital signal processing equipment and by adapting and implementing the work of faculty in other institutions to upgrade the relevant laboratory exercises for these courses. We have examined prior projects, some supported by NSF, in selecting the exercises to implement or adapt. New BioPac equipment can be employed effectively to allow students to measure their own physiological response data as dependent variables. Using this self-generated data appears to be more effective in teaching students about variability, potential sources of measurement error, and the cost of precision. The following psychology faculty are representative of those that have developed courses that use this approach and have influenced our selections: o Gwyneth Beagley at Alma College (MI) o Wayne Briner at the University of Nebraska at Kearney o Ellis Rolett at Dartmouth College o Cole Barton at Davidson College o Eric Wiertelak at Macalester College o Richard Connett at Monroe Community College (NY) o Randy Cornelius at Vassar College This process of transforming the laboratory components of our psychophysiology courses is seeking to put more emphasis on investigative projects, to pique student interest and excitement in learning, to develop students' understanding of the interaction between mental processes and behavior, and to share the experiences of our undergraduate students with high schools students. The high school outreach component of our project is building on our Department's previous outreach effort with area high schools, which we call Psychological Science Day. This is a one-day workshop for 10 area high school psychology teachers and their students. The current project is expanding Science Day into a month-long collaboration between the high school students and the students in our Psychophysiology courses. The college students will introduce the high school students to investigative psychology during a visit to the St. Olaf campus, monitor the results of their work via the internet, and host them for presentations at the end of the month. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Thorsheim, Howard Saint Olaf College MN Myles G. Boylan Standard Grant 82156 7428 SMET 9178 7428 0000099 Other Applications NEC 0087908 January 1, 2001 Instrumentation for Project-Based Laboratory Curricular Modifications. Chemistry (12) The objective of this proposal is to improve the success of UVI students in their first two years of chemistry by creating laboratory environments that interest and intrigue students, that give them individualized, real-world laboratory projects, that create a sense of what chemists do and the tools they use, and that instill professional behaviors and attitudes. Students formerly saw the laboratory portion of these courses as a series of isolated experiences culminating in calculation and reporting exercises that were barriers to overcome. The students often placed little importance on what they were doing and did not develop any sense of the nature of real investigation. Faculty in the Department of Chemistry are adapting and, with appropriate modifications, implementing the innovative laboratory curriculum developed at Hampden Sydney College. The UVI chemistry curriculum now focuses on exposing all chemistry students, including Freshmen, to extended and individualized research experiences using a full range of appropriate chemical techniques including instrumental techniques. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Carroll, Jennifer Mary Whitten University of The Virgin Islands VI Kathleen A. Parson Standard Grant 179932 7428 SMET 9178 7428 0000099 Other Applications NEC 0087926 April 15, 2001 Revisioning General Psychology: Engaging Women in Scientific Questions. Psychology - Cognitive (73) Like many introductory science courses, Introductory Psychology on our campus has been structured as a collection of findings that have been discovered through research in a variety of specialized areas in psychology. Often missing, however, is the sense that science and doing science is the "glue" that holds the various parts of the discipline of psychology together. This project is engaged in enriching the scientific experience of students enrolled in the Introductory Psychology course at the College of St. Catherine (St. Paul campus), a liberal arts college for women. In the revised course, our primary objective is to adapt materials already developed to present psychology as a science seeking answers to important questions that can be pursued with an array of strategies and methods. The methods we are imbedding into our course include group and single subject experimentation, correlation research, naturalistic observation, reviews of the research literature, and analysis of existing data sets available in archives. The course as modified now contains six laboratory experiences. Each of these is scheduled for two 1-hour sessions. They are providing our students with hands-on learning experiences using modern instrumentation (computer hardware and software, physiological recording equipment, data projectors, and video recording and playback equipment). Laboratory experiences are adapting materials such as computer simulations of operant conditioning. The course is integrating the lecture and laboratory portions of the course, using classic studies in psychology as the bridges between theory and practice. To this end, we are drawing on several classic studies in psychology described in R. Hock's "Forty Studies that Changed Psychology: Explorations into the History of Psychological Research" (Prentice-Hall, 3rd Edition, 1999). Research methods are being investigated by students in the areas of perception, learning and memory, developmental, social and personality, abnormal, and health psychology. In addition to the benefits of these improvements that are being enjoyed by the roughly 250 students who are enrolling in this revised course each year, we are also anticipating a strong ripple effect through the entire department and undergraduate curriculum. For example, each year a group of upper division psychology majors and minors are given the opportunity to be mentored and trained as laboratory instructors. Students taking advanced psychology laboratory courses are also profiting from the availability of enhanced instrumentation. Each member of the department is contributing their unique expertise to the planning of undergraduate laboratories. This collaborative effort is providing faculty development experiences to our small department. The project is contributing to teacher preparation because all K-12 education majors must take introductory psychology. Students majoring in psychology or secondary education - social studies have the opportunity to engage in training to become laboratory instructors once they have completed introductory courses. The project is also serving to significantly improve the use of technology in our department and to foster collaborative faculty development. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Clary, Ernest Joanne Floyd Lynda Szymanski Thomas Thieman David Schmit College of St Catherine MN Myles G. Boylan Standard Grant 26979 7428 SMET 9178 7428 0000099 Other Applications NEC 0087932 April 15, 2001 The Vertical Integration of Molecular Spectroscopy in the Chemistry Curriculum. Chemistry (12) The purpose of this project is to implement a discovery-based approach in the chemistry laboratory curriculum through the vertical integration of molecular spectroscopy. Six experiments that utilize ultraviolet-visible or fluorescence spectroscopy are being adapted to incorporate the active learning strategies of various NSF-funded initiatives. These experiments are introduced into general, organic, and advanced chemistry laboratory courses. By building upon their experiences and knowledge for each successive experiment, students are exposed to molecular spectroscopy techniques and their concepts consistently throughout their college careers. This vertical integration approach allows students to retain their knowledge of molecular spectroscopy concepts and empower them to apply this knowledge to a variety of scientific applications and problems. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Poon, Thomas Andrew Zanella Harriet Moeur Claremont McKenna College CA Harry Ungar Standard Grant 63923 7428 SMET 9178 7428 0000099 Other Applications NEC 0087941 January 1, 2001 Scientific Method in Organic Chemistry: A Laboratory Curriculum Using NMR Spectroscopy to Test Student Generated Hypothesis. Chemistry (12) A comprehensive laboratory curriculum has been created that mimics the process of scientific discovery and illustrates the scientific method from the introductory organic chemistry laboratory courses to the advanced organic laboratory course. Many of the experiments for the new curriculum have been adapted from the literature and have been tested with small groups of students. Chemical questions are generated in pre-laboratory activities and are explored in the laboratory, the primary method of analysis being nuclear magnetic resonance (NMR) spectroscopy. The NMR will be equipped with an automatic sample changer that allows the instrument to collect data on a continuous basis, a necessary feature for the curriculum innovations to be applied to a large-enrollment, introductory organic laboratory course. In this way, it is feasible to provide a significant number of spectra, not just one or two, to every student. A second innovative feature of the curriculum is the extensive incorporation of molecular modeling in the experiments using pre- and post-laboratory computational experiments and exercises. The method of distribution of data takes advantage of the campus information technology infrastructure so that students have "anytime, anywhere" access to their data. As many of the experiments are modifications of familiar experiments, this will facilitate adoption of our modified versions by other educators. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Burke, Steven Hans Reich Samuel Gellman Paul Schatz University of Wisconsin-Madison WI Iraj B. Nejad Standard Grant 111600 7428 SMET 9178 7428 0000099 Other Applications NEC 0087954 March 1, 2001 Enhancing Student Preparation for Calculus via a Web-Based Homework System. Mathematical Sciences (21) The objective of the proposal is to enhance the learning process for students in Calculus I and II by adapting and implementing the WeBWork program developed at the University of Rochester. The implementation will take two tracks. First, students are assigned daily 'prep' problems to complete before coming to class. Hence, the students are better prepared to discuss the day's mathematical topic. Second, remedial problem sets are set up for those students who need more practice on certain topics, such as algebra and trigonometry. In both cases, students get immediate feedback after finishing the web assignments and the instructor of the course is sent a report on students web work. Outcomes for this project include increased student performance and better faculty assessment of student performance. Instructors are able to access and review student performance on web assignments and use this information to plan focus areas for each day's class. An additional outcome is to have students effectively using information technology immediately upon enrolling in their first college math course. Finally, the faculty learns how to integrate information technology into their teaching. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hvidsten, Michael Charles Pastor Gustavus Adolphus College MN John R. Haddock Standard Grant 21301 7428 SMET 9178 7428 0000099 Other Applications NEC 0087959 April 15, 2001 Investigative, Laboratory-based Courses for an Urban Community College. Social Sciences - Other (89) A multi-disciplinary team of faculty is modifying existing foundation courses in the social sciences, by integrating modules that emphasize investigative, reasoning-based learning experiences that will be implemented in a computer lab. These courses collectively strengthen science and mathematics based learning experiences for Queensborough Community College (QCC) students, especially teacher education students, and are serving as a bridge to higher level courses. Courses are being modified so that the material is appropriately tailored for our students. They are being redesigned to be accessible, yet challenging, for the 2-year college student. The project is modifying foundation courses in psychology, economics, and sociology. The courses selected are part of our core requirements for most students including those in our teacher preparation program. In psychology, we are adapting and incorporating observational procedures developed in an NSF-funded psychology project at Macalester College. Also, basic concepts crucial to understanding simple statistical constructs that are central to research methods are being incorporated with modifications from an NSF-supported project carried out by CyberGnostics, Incorporated (award 9950671, "Visualizing Statistics: An On-Line Introductory Course," a web-based introductory course marketed through Duxbury press). In sociology we are incorporating new materials being developed at San Francisco State University in the Urban Studies Department. The project directors are also developing an interdisciplinary, investigative course targeted for higher-achieving students in order to facilitate an heightened understanding of the relationship between the social, economic, and psychological worldviews and the methods of inquiry in these disciplines. The effectiveness of new materials is being evaluated in a multi-tiered approach, including an assessment of students' mastery of concepts, attitudinal and self-efficacy changes, and the breadth of implementation. The materials developed are also being disseminated through presentations at CUNY faculty development seminars, the CUNY-wide disciplinary councils and through the resources of the CUNY WEB-based community. Faculty are presenting findings and writing articles for publication in discipline-specific media. TEACHER PREPARATION PROGRAM DUE EHR Bluestone, Cheryl Donald Tricarico Thomas Gorman donald tricarico CUNY Queensborough Community College NY Myles G. Boylan Standard Grant 83633 7348 SMET 9178 7428 7348 0000099 Other Applications NEC 0087960 April 15, 2001 An Upper-Division Materials Physics Laboratory. Physics (13) The roles of advanced materials in both American society and the economy have grown rapidly over the last quarter century. This project is developing a Materials Physics curriculum to educate students in the principles and practices relevant to high-technology materials by adapting experiments from the educational and research literature. The program prepares undergraduates for careers in semiconductor and other advanced materials industries. The curriculum adds computer programming, chemistry, industrial internships, and new advanced materials courses. As the backbone of the Materials Physics curriculum, this project enables the university to offer a new set of upper-division laboratories. The instrumentation for the new laboratory sequence includes a vapor-deposition module, a photolithography module, electronics for conductivity measurements, an absorption spectrometer, a nitrogen laser, and a dye laser. The laboratories form a holistic series of modular experiments to develop familiarity with techniques relevant to materials processing and characterization. These include a coherent top-to-bottom sequence: creation of thin-films; Atomic Force Microscope imaging of the films; subsequent patterning of the films via industrial techniques used to pattern silicon in microchips; and concluding conductivity measurements of the films over a range of temperatures. In addition, students collect a series of emission and absorption measurements from promising laser materials. Computer interfacing plays a major role in several of the new experiments. After completing these experiments in their junior years, Materials Physics majors are ready for summer internships in local industry. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Brown, Brandon University of San Francisco CA Duncan E. McBride Standard Grant 79649 7428 SMET 9178 7428 0000099 Other Applications NEC 0087963 January 15, 2001 Robots in an Introductory Survey Course in Computer Science. Computer Science (31) We are using mobile robots as a unifying theme in an introductory survey course in computer science, for students of all majors. Our breadth-first survey course covers topics in logic circuits, machine organization and assembly-level programming, programming in a higher-level language, computability, artificial intelligence, and social concerns. Breadth-first courses are useful for non-majors as well as computer science majors, but face the problem of providing enough depth and suitable projects to develop real understanding of the material. Our projects involving the design and construction of simple robots provide a means for connecting the different topics of a survey course and enable a pedagogical approach in which students learn by doing (rather than by being told). Interesting problems with multiple kinds of solutions are being used to challenge a broad range of students and encourage participation by those who have been hesitant about their abilities in technology, science, or mathematics. We are building upon work performed at MIT, Swarthmore, Wellesley and Colby where robots have been used to generate interest and make the course material more accessible to students. Our adaption is to take the work from these highly selective institutions and bring it to our students while simultaneously enhancing the content to include machine organization. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Fairchild, Lonnie Catherine Lavelle SUNY College at Plattsburgh NY Ernest L. McDuffie Standard Grant 6423 7428 SMET 9178 7428 0000099 Other Applications NEC 0087966 January 1, 2001 Using Atomic Absorbtion Spectroscopy to Introduce Quality Assurance/Quality Control in General, Analytical and Environmental Chemistry. Chemistry (12) General chemistry students at Western Washington University (WWU) were introduced to important quantitative analytical laboratory techniques in the third quarter of the three-quarter general chemistry sequence. This experience was not extensive but it did allow the students to experience and understand quantitative techniques. However, one analytical experience was completely missing for these students. Instruments used in this laboratory allowed only for single analytical measurements. Further, there was no networking capability for the sharing of analytical data. Analysts in modern industrial, environmental, and pharmaceutical laboratories rely on analytical instruments that are configured to provide high sample throughput and are networked to allow wide access to the obtained information. High sample throughput is necessary because of the number of quality control samples which must be analyzed with every "real" sample. To introduce our students to Quality Assurance/Quality Control (QA/QC), we are using two atomic absorption spectrometers equipped with auto-samplers and networked to allow easy sharing and export of data. Flame Atomic Absorption Spectroscopy (AAS) is an attractive technique to introduce in general chemistry given the simplicity of the principle, the importance of this modern technique, and its ability to measure metal concentrations in real world and environmentally important samples. Auto-sampling allows samples from an entire class to be interspersed with quality control standards and analyzed overnight. Networking allows students to access and transport all the data into a spreadsheet, prepare control charts to judge reliability, and draw professional conclusions regarding samples. The project is adapting a series of experiments from the Journal of Chemical Education so that they reflect this emphasis on QA/QC. The introduction of QA/QC in general chemistry is beneficial to students and faculty in several additional courses and programs. Some students continue in chemistry taking Analytical Chemistry and Instrumental Analysis. Others are environmental chemistry majors in Huxley College of Environmental Studies at WWU. The students in these courses and programs are able to advance their understanding and use of QA/QC given their introduction in general chemistry laboratory. In addition, significant improvement in laboratory experience is realized in these higher-level courses because more advanced instrument use and more sophisticated experiments are being carried out. For use in these advanced courses, one of the AAS units is equipped with a Graphite Furnace unit with auto-sampler. The total number of students affected is over 900 per year. In addition, the project is strengthening the ties between the Chemistry Department in the College of Arts and Sciences at WWU and the Environmental Chemistry Program at Huxley College of Environmental Studies at WWU. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Weyh, John Devon Cancilla Donald King Western Washington University WA Susan H. Hixson Standard Grant 33835 7428 SMET 9178 7428 0000099 Other Applications NEC 0087967 May 1, 2001 Integrating the Chemistry Systemic Initiatives and Teacher Professional Development in a Large General Chemistry Course. Chemistry (12) This project is building a learning community in a 700-person general chemistry course by melding key features of the NSF Chemistry Systemic Initiatives with existing computer-based laboratory facilities and with the unique UNH Preparing Future Faculty programs. The course is intended to help students grow intellectually and personally. We are hoping to demonstrate intellectual growth along three dimensions - conceptual understanding of chemistry, metacognitive ability, and motivation to learn. We are attempting to create an environment in which students feel "known," despite the large population, and in which helping each other learn is valued. This may lead to enhanced retention of students in the course, in science disciplines, and in college. Student learning focuses on constructing, visualizing, and articulating an understanding of chemistry by means of inquiry-based activities that occur throughout the scope of student work (lecture, lab, study group, homework). Along with inquiry-based activities of our own design, we are integrating and adapting a number of ChemConnections modules (Berkeley/Beloit groups), e.g. "What's in a Star", "Design of Automobile Air Bag", and "Ozone Hole", as motivating contexts for learning chemistry. Our stance is one of constructing knowledge on an as-needed basis. At the same time, we are enhancing one of our traditional course goals - understanding the particulate nature of matter - by means of supportive text and media materials, e.g. Silberberg's text and new animations, and Joel Russell's split-screen multiple representations CD. Lastly, having students articulate and evaluate their understanding is a central pedagogic feature. This occurs through 8-person peer-led discussion groups (CUNY City College Peer-Led Team Teaching model), computer-mediated peer-reviewed writing (UCLA Calibrated Peer Review system), and the discussion associated with the Chem Connections modules. Computers are being used for homework (4 years experience with Spain's ChemSkill Builder), laboratory data acquisition (Labworks computer stations for student pairs), and molecular animations, as well as for routine course information and communication (UNH implementation of Blackboard.com). We also are creating a Pedagogic Field Laboratory - a clinical setting whereby science Ph.D. students involved in the UNH Preparing Future Faculty degree programs and preservice secondary science teachers can observe, participate, and discuss the implementation process, and assess student and faculty responses. Activities in the PFL extend beyond this chemistry project, since there are a number of NSF-funded curriculum projects underway at UNH. The PFF programs are available to students and faculty off campus, especially at partner institutions (Howard Univ., St. Anselm College, Keene State College, UNH-Manchester). CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bauer, Christopher University of New Hampshire NH Susan H. Hixson Standard Grant 235135 7428 SMET 9178 7428 0000099 Other Applications NEC 0087979 January 1, 2001 Enhancing Computation in the Sciences. Computing - Other (35) The interdisciplinary field of computational science combines simulation, visualization, mathematical modeling, programming, data structures, networking, database design, symbolic computation, and high performance computing with various scientific disciplines. Despite the shortage of computational scientists, a 1998 survey found only two undergraduate special degree programs and 15 undergraduate courses in the field. Unfortunately, few computational science textbooks are appropriate for undergraduate science students. After extensive discussions on enhancing computer use in the sciences, Wofford College faculty members designed a curriculum for students majoring in science or mathematics, called "Emphasis in Computational Science." A student electing this program will complete a science major, two existing courses (Programming in C++, Data Structures), two new computational science courses (Scientific Programming, Data and Visualization), and a summer internship. This project will create, evaluate, improve, and expand undergraduate computational science course modules that are rich in applications. These materials will be developed in collaboration with scientists and will be tested and evaluated at several institutions. With dissemination over the World Wide Web, the modules will instruct and provide applications that many institutions can use in a variety of courses. The project will provide the materials and will be a catalyst for improving undergraduate computational science education nationally. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Shiflet, Angela Wofford College SC Ernest L. McDuffie Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0087984 February 15, 2001 Robotic Assembly Cell. Engineering - Other (59) This project is developing a robotic assembly cell, the main components of which will be a six-axis Kuka KR6 robotic manipulator and a PowerCube Programmable Motion System. The robotic assembly cell will be used for three types of projects. The first is focusing on the programming and application of the Kuka manipulator as well as kinematic modeling and control of the PowerCube system. These activities are being incorporated into robotics as well as introductory engineering courses. The second type of project is focusing on automated assembly and robotic applications for use in manufacturing and senior design courses. The third type are interactive robotic and manufacturing application projects being jointly conducted by university engineering/computer science students and high school students in Oakland University's existing Remote Design/Manufacturing Program. The Remote Design/Manufacturing Program currently involves Oakland University's School of Engineering and Computer Science and three southeastern Michigan K-12 school districts. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Van Til, Robert Ronald Srodawa Michael Latcha Sankar Sengupta Oakland University MI Roger Seals Standard Grant 53859 7428 SMET 9178 7428 0000099 Other Applications NEC 0087996 June 15, 2001 Creation of a Course in Computer Methods and Modeling for Undergraduate Earth Science Programs. Earth Systems Science (40) Computers are an increasingly important tool in the Earth Sciences and are used for research in fields such as paleoclimatology, seismology, and hydrogeology. Many students now entering graduate school, embarking on consulting careers, or obtaining jobs with state and federal governments are called upon to use computers to model complex systems or to acquire and handle digital datasets. Others are required to critically evaluate modeling projects reported in the geological literature. Despite these trends, undergraduate geology programs have been slow to initiate courses that develop skills in these emerging areas of study and employment. Furthermore, computer science offerings are not geared toward students in the Earth Sciences. This project is developing a course within the geology curriculum to meet the need for instruction in modeling in the earth sciences at the undergraduate level. This course is making use of the reservoir/flux modeling software STELLA(r), developed by High Performance Systems, Inc., to teach the fundamentals of systems thinking and model construction, with application to a wide variety of geological problems. At the same time, students are learning how to program in the FORTRAN 90 computer language and are learning the basics of the Linux/Unix operating system. The project is adapting modeling which has been done within a number of different research contexts. The course differs from computer methods courses developed by other university geology departments in that it is teaching students computer skills by focusing on computer modeling of geological and environmental problems. The final products of this project will include a detailed package of course notes, exercises, and debugged STELLA(r) and FORTRAN programs available free of charge to faculty interested in using these exercises in their courses. Colleagues at other institutions will be made aware of the availability of these exercises through an article in the Journal of Geoscience Education and through presentations at the annual Geological Society of America and/or Council on Undergraduate Research meetings. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Menking, Kirsten Vassar College NY Susan H. Hixson Standard Grant 26517 7428 SMET 9178 7427 0000099 Other Applications NEC 0088005 September 1, 2001 OLEO: The On-Line Educational Observatory. Astronomy (11) Project CLEA (Contemporary Laboratory Experiences in Astronomy) is developing an on-line environment that provides discovery-based laboratory exercises to undergraduate astronomy students. The components of the system are: (1) A browser-based On-Line Educational Observatory (OLEO) which realistically simulates optical, radio, and space-based telescopes, along with photometric, spectroscopic, and imaging instruments,. (2) An extensive heuristic database, covering the entire sky, which incorporates selected data on positions, magnitudes, spectra, and other properties of a wide range of real astronomical objects including asteroids, stars, galaxies, pulsars, x-ray and IR sources. (3) Student workbooks and teacher's guides for a variety of exercises using the Virtual Educational Observatory. CLEA materials are made available on a dedicated OLEO Website, as well as on a series of CD-ROMS for installation on mirror sites, local networks, and individual machines. The use of the materials is supported by outreach workshops held at national and regional teachers' meetings. A summer training workshop for college teachers will be held on the Gettysburg College campus in the summer of 2003. The curricular impact and pedagogical effectiveness of these materials is being evaluated at a diverse group of institutions (Universities, 4-year colleges, 2-year colleges, and High Schools), by observations by an external evaluator and through the analysis of on-line questionnaires. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Marschall, Laurence P. Richard Cooper Helenmarie Hofman Glenn Snyder Gettysburg College PA Duncan E. McBride Standard Grant 499643 7427 SMET 9178 7427 0000099 Other Applications NEC 0088006 January 1, 2001 Contemporary Methods for Synthesis and Analysis in Undergraduate Chemistry. Chemistry (12) Three new lecture/laboratory courses have been designed to replace older courses in instrumental analysis, organic analysis, and inorganic synthesis. These new courses cut across traditional disciplinary divisions to focus on separations and spectroscopy, synthesis, and analysis. These courses are taken by upper-level chemistry majors and are incorporating modern techniques of separations, spectral analysis, techniques of synthesis, and product analysis. This award provided funding so that modern instrumentation such as UV-visible spectroscopy, gas chromatography coupled with mass spectrometry, capillary electrophoresis, and high performance liquid chromatography is now available for the students in these courses. Experiments are being adapted from the research and educational literature and implemented into these courses. Molecular modeling experiments are augmenting the analysis of a variety of experimental data. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gibson, Dorothy Robert Buchanan University of Louisville Research Foundation Inc KY Kathleen A. Parson Standard Grant 92335 7428 SMET 9178 7428 0000099 Other Applications NEC 0088012 February 15, 2001 Adapting the Integration of Mathematics, Science and Technology in Theme-based Courses for Pre-service Elementary Education Teachers. Interdisciplinary (99) Students preparing to teach in elementary school do not receive adequate exposure to the sciences they will be expected to teach nor do they learn to integrate mathematical concepts with scientific applications. In response to this problem, the Divisions of Natural Sciences and Mathematics and Computer Sciences, working cooperatively with the Division of Education are developing several new courses integrating mathematics, science and technology (MST). Materials and practices will be adapted from the successful Integrated Mathematics and Science curriculum at La Salle University, which is the cornerstone of La Salle's Institute for the Advancement of Mathematics and Science Teaching. These courses are intended to promote scientific and mathematical literacy, overcome math and science phobias, and allow students to see the connections of these disciplines to their own lives. While these courses are initially targeting elementary education/special education pre-service teachers, when fully developed and evaluated, they will become the mathematics and science core required of all non-science students at the college. The MST courses are promoting active learning via proven innovative pedagogies such as inquiry-based cooperative learning exercises and discussions based on selected interdisciplinary themes. Students are designing and implementing investigations as members of collaborative groups and are interpreting these experiments using mathematical concepts and computerized research and analysis tools. They report on their findings in a peer-review forum orally, followed by laboratory reports that reflect an understanding of good scientific writing. Mathematics and science presented in this way, enhanced by use of computer technology and integrated in the college classroom, is enabling pre-service teachers to better integrate mathematics and science with the rest of the elementary school curriculum. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Maelia, Lynn Iris Turkenkopf Mount St Mary College NY Ibrahim Halil Nisanci Standard Grant 192484 7428 SMET 9178 7428 0000099 Other Applications NEC 0088013 March 15, 2001 Inquiry-Based Plant Science Education through Hands-on Molecular Biology Laboratory. Biological Sciences (61) Through a major curriculum revision effort and with the assistance of outside consultation, the Department of Biology has implemented the use of current teaching methods and the constructivist learning method by implementing hands-on course experiences across the curriculum. Investment by the university in educational technology and lab instrumentation has moved us toward goal attainment. Through this project, the plant science courses in the department are being updated and revised to meet the institutional goal of providing students with contemporary research experiences in biology. Botany, Plant Physiology and Laboratory Methods in Biology and Biotechnology are being updated to include inquiry-based laboratory experiences performed by peer groups using the techniques of modern molecular biology and plant materials. Each course includes a semester-long project as a means of providing experience in "doing science" and thus enhancing the confidence of students in their lab skills and content mastery. In this way, we are adapting several research protocols, instruments, and the long-term process of discovery traditionally found only in research laboratories to meet the needs of introductory students and are implementing these student-focused experiments in the introductory biology classroom. These methods are further adapted to meet the needs of upper level students who revisit these plant-focused techniques while completing more complex and independent research projects in more advanced courses. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bharathan, Narayanaswamy William Dietrich Jerry Pickering Indiana University of Pennsylvania PA Katherine J. Denniston Standard Grant 51842 7428 SMET 9178 7428 0000099 Other Applications NEC 0088015 January 1, 2001 Atomic Absorption in the Undergraduate Laboratories. Chemistry (12) Geology (42) Atomic absorption (AA) spectroscopy is typically an integral part of undergraduate chemistry education. The processes involved with AA are easily understood by students. An AA spectrometer is being used as a vehicle to introduce sophisticated analytical ideas and interesting challenges into several different chemistry courses. An introductory geosciences course is utilizing the instrument in the study of the geochemistry of natural waters. Finally, the AA is serving as an interdisciplinary bridge between the Departments of Chemistry and Geosciences. Analytical procedures from the educational and research literature are being adapted in order to achieve these objectives. This project simultaneously addresses two main objectives. First, chemistry students have exposure to the AA instrumentation in the first semester, junior level analytical, and senior level instrumental analysis laboratories. Each exposure builds on the previous experience in a way otherwise not possible if students were to encounter AA only once. More sophistication and subtleties are then layered into the advanced labs. Improvements in instruction occur in a manner consistent with the philosophies that 'real samples' should be used when possible, interdisciplinary applications and opportunities should be exploited, effective communication of results is critical, and students should have input into experimental design. Secondly, this instrumentation is serving as a bridge between the Departments of Chemistry and Geosciences. Including geosciences in the implementation of this project realizes several key advantages. The Geosciences curriculum is being enhanced through the addition of sophisticated instrumentation, typically encountered only in chemistry. For those students electing to major in geosciences, it emphasizes the interdisciplinary nature of the geosciences early in their career. By creating a link between chemistry and geosciences courses, both sets of students must exchange knowledge about their respective disciplines in order to better understand the laboratory assignments. Geosciences classes are typically more attractive to non-science, mathematics, engineering, technology (SMET), and education majors than are other SMET classes. Thus, the interdisciplinary link means that the Department of Chemistry is able to reach these students in a small but novel way. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bushey, Michelle Nancy Mills William Kurtin Diane Smith Christopher Pursell Trinity University TX Susan H. Hixson Standard Grant 17000 7428 SMET 9178 7428 0000099 Other Applications NEC 0088017 February 1, 2001 Subsurface Archaeogeophysical Survey and Mapping Curriculum and Laboratory Improvement. Interdisciplinary (99) Subsurface archaeo-geophysical survey techniques are being used increasingly in archaeological fieldwork to map ancient remains without excavation. The growth in use is facilitated by the availability of commercial data collectors tailored to archaeological needs. This project is adapting these techniques to create an integrated interdisciplinary curriculum to provide undergraduates with (1) a competent theoretical understanding of basic geophysical processes underlying the survey techniques, (2) some knowledge of the implications of subsurface archaeo-geophysical technologies for research design and methodology, and (3) a working knowledge of appropriate mapping and imaging theory and technology. The project is developing a new interdisciplinary course, upgrading an existing Archaeology Laboratory for subsurface archaeo-geophysical survey, and modifying existing courses offered by the departments of Geology, Archaeology, and Geography to accomplish these objectives. This project is also supporting faculty and student research projects and invigorating a community-based research program at the University of Akron. The project is adapting a design of Web-based instructional modules derived from Geographer Kenneth Foote's "Virtual Geography Department," an NSF-supported workshop. It is also adapting field techniques taught at a "Field Institutes for Reforming Science Teaching" (FIRST) workshop conducted by Biologists Diane Ebert-May and Janet Hodder -- also NSF supported. Both of these adaptations are being used for their skill in supporting active learning by students. The content of the new course and course modifications is being adapted from courses using geophysical methods for subsurface mapping developed and offered to undergraduates at three other institutions. These were a course in Archaeological Field Methods, including subsurface surveying at Vassar College, developed by Lucy Johnson; the archaeological field school at Notre Dame University, which offers courses in geophysical remote sensing techniques; and a series of three courses at Boston University related to archaeological geophysical surveying. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Park, Lisa Linda Barrett Timothy Matney University of Akron OH Myles G. Boylan Standard Grant 61997 7428 SMET 9178 7428 0000099 Other Applications NEC 0088021 March 15, 2001 WOWBugs (Melittobia) Educational Materials Development for Undergraduaate Biology. Biological Sciences (61) Four comprehensive, guided inquiry, investigative laboratory modules are being developed to address fundamental concepts in undergraduate biology instruction utilizing WOWBugs, Melittobia digitata, a harmless parasitic wasp. WOWBugs exhibit unique characteristics including elaborate courtship rituals, reproducible competitive behaviors, short generation times, easily measured heritable traits, and readily distinguishable morphological forms that are dependant upon on developmental conditions. These features make WOWBugs an effective organism for use in illustrating concepts fundamental to animal behavior, ecology, genetics, and developmental biology. Inquiry-based laboratory modules as well as instructional materials are being developed in each of these concept areas. The instructional materials under development include a book, a CD, a broadcast-quality videotape with accompanying teacher's guide, and a dedicated WOWBug newsletter and web support site. All materials are pilot tested at four diverse institutions including the University of Georgia, Hollins College, Morehouse College, and at local community colleges. The instructional materials will be disseminated at national meetings, in dedicated workshops, and through commercial distributors. In support of the curriculum development work, this project has a significant research component through which better and simpler growth medium is being developed to support classroom propagation of WOWBugs. The curricular materials in conjunction with a simple growth and propagation system ensure easy implementation into the undergraduate curriculum and provide students an opportunity to visualize a number of key biological phenomenon and to participate in a variety of innovative, inquiry-based investigations traditionally unavailable in the undergraduate laboratory. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Matthews, Robert University of Georgia Research Foundation Inc GA Jeanne R. Small Standard Grant 476284 7427 SMET 9178 7427 0000099 Other Applications NEC 0088034 March 15, 2001 Enhancing Astronomy Education through Technology - From Small Telescopes to CCD Detectors. Astronomy (11) This uses astronomical laboratory instrumentation to improve and enrich the educational experience of both undergraduate non-science and science majors. The project involves creation of a comprehensive series of laboratory exercises that are integrated into courses ranging from Introductory Astronomy for non-science majors to advanced highly-technical labs and research projects for physical science majors. Equipment consists of twelve 8-inch optical telescopes to complement the laboratory experience the non-science majors are currently receiving through CLEA labs. Second, an existing Celestron 14-inch telescope is being upgraded with a CCD camera and spectrograph that provide more scientifically and technological focused students the experience of true modern astronomical observation and data reduction. This equipment will also be utilized to incorporate on-site (perhaps real-time) data into the CLEA laboratory exercises. The 8-inch telescopes afford the non-science students hands-on experience in astronomical observations and techniques to enhance the important but cookbook nature of the computer labs at a level appropriate to their abilities and interests. The CCD camera and spectrograph for the 14-inch telescope serve several purposes. One is to adapt the CLEA labs in order to supply local data, and even real-time data when possible, from this rooftop telescope for use by the students. This provides an immediate connection between the students' laboratory work and real astronomical observations. It also allows the development of more sophisticated labs and research experiences for the science-orientated students and majors. Students can also use this equipment in their Senior Thesis projects. Future directions will be to modify a subset of the labs developed for the Introductory Astronomy course for use by the William and Mary School of Education in their Earth Sciences teacher development program in association with the Department of Physics. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Landy, Stephen John McKnight College of William and Mary VA Duncan E. McBride Standard Grant 27266 7428 SMET 9178 7428 0000099 Other Applications NEC 0088042 January 1, 2001 A Shared Optics and Laser Facility in the College of Science and Mathematics- The Optical Metrology Laboratory. Interdisciplinary (99) We are developing an undergraduate optics facility to serve as a center for optics instruction and promote an enhanced understanding of optics across several areas in the college of science and math at Cal Poly. The facility is being used in the teaching of upper division physics and chemistry courses and increasingly for student and faculty research projects. The theme of the laboratory is optical metrology. This ranges through interferometric measurement of solid body deformation, optical characterization of surfaces and laser spectroscopy and determination of atomic linewidths. Not only does this tie in with the Polytechnic nature of our university, but by thematically developing the facility we also demonstrate the unity and commonalties of optical methods. For example, the resolution of optical systems and the determination of object deformation by speckle interferometry are both essentially diffraction limited phenomena. For the laboratory we will adopt, modify, and develop new experiments. Experiments that will be adopted include plane wave interference [Catunda et. al. Am. J. Phys. 66, 548 (1998)] and photon counting [Kocyk et. al. Am J. Phys. 64, 240 (1996)] in physics and radiative properties of ruby [Shoemaker et. al. "Experiments in Physics Chemistry" 6th Ed., McGraw-Hill (1996)] in chemistry. Other experiments will be adapted and modified to suit our student body. For example, in chemistry, beginning with a known fluorescence quenching experiment of the uranyl ion by the chloride ion [Halpern "Experimental Physical Chemistry" 2nd Ed. Prentice Hall (1997)] this experiment will be expanded to include micellar systems [Almgren et. al. Langmuir 12, 3855 (1996)] which is of relevance to our biochemistry majors. Some well known experiments will be adapted and made more quantitative by the use of modern electronic cameras and computers. Thus, the Abbe-Porter experiment on spatial filtering [Hecht "Optics" 3rd Ed. Addison Wesley (1997)] will be modified so that students can acquire and measure the spatially filtered images. This optics laboratory will also permit us to develop new experiments for the physics and chemistry majors to make use of recent material and technical advances. For example, an experiment to study the modulation transfer function of a liquid crystal light valve will be developed which will allow students to become familiar with this important topic within the confines of a three-hour laboratory. Other experiments that will be developed within this facility include (in chemistry) vibrational modes of molecules which will be measured by Raman scattering and Fourier transform infrared spectroscopy and compared to computational models and (in physics) measurement of atomic hyperfine structure [Rao et. al. Am. J. Phys. 66, 702 (1998)] and atom trapping. Because of the rapid pace of change in optical science and technology and the growing application of optical techniques across the physical and chemical sciences it is difficult to establish and maintain an up-to-date facility containing the instruments of modern optics. However, much of this instrumentation is now used in the workplace or graduate school and it is necessary to provide training in optics to a large number of students from different disciplines. With this facility we will be able to give in-depth training to the students in 'optics' courses (e.g. laser applications), provide experiments for courses with large optics components (e.g. surface science) and give exposure to students in other areas. By centralizing the equipment and flexibly scheduling use of the laboratory we will be able to maximize its impact on the largest number of students and facilitate the interaction of faculty from different disciplines. We estimate that about 200 students/year will directly benefit from this facility. Also, because engineering students frequently take upper-division physics and chemistry classes, the facility will have an effect well beyond the College of Science and Mathematics. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sharpe, John Derek Gragson California Polytechnic State University Foundation CA Myles G. Boylan Standard Grant 59415 7428 SMET 9178 7428 0000099 Other Applications NEC 0088046 June 1, 2001 Development and Implementation of a Comprehensive Evaluation Model for Science Teacher Preparation Programs. Interdisciplinary (99) This project is a collaborative effort among faculty members in several departments in the College of Science and in the College of Education of the University of Arizona. These faculty are designing a formative assessment process for a set of newly designed courses for pre-service teachers. Because there is a paucity of comprehensive models that can be used to assess the effectiveness of actual teacher preparation programs, the main goal is to develop such a comprehensive formative assessment model, by adapting and implementing diverse assessment instruments to evaluate five key aspects of the program's student learning outcomes: (1) conceptual understanding, (2) subject-matter "structure," (3) teaching and learning beliefs, (4) decision-making skills, and (5) "professional performance" during the student teaching period in secondary schools. These different assessment tools and practices are drawn from current research in science education and from recent work undertaken in NSF-supported projects known as Collaboratives for Excellence in Teacher Preparation. Through these activities the project team is (1) assembling a set of tested and reliable assessment instruments that will be made available to science and science education teachers; (2) implementing an ongoing evaluation process that will provide information about the effectiveness of the educational practices in the science education and subject-matter courses at the college level; and (3) reporting the evaluation results in a way to foster among faculty an analysis of and reflection on the nature and quality of the subject-matter courses for all the students. "Conceptual Understanding" of prospective teachers is being measured by developing an instrument that will draw upon research analyzed in Wandersee, Mintzes, and Novak, "Research in Alternative Conceptions in Science", in D. L. Gabel (Ed.), Handbook of research in science teaching and learning (pp. 177-210), New York: Macmillan and the NSTA (1994), and Pfundt and Duit, "Bibliography: Students' Alternative Frameworks and Science Education," Institute for Science Education at the University of Kiel, Germany (March, 2000). A very well-known example of such an instrument is the Force Concept Inventory designed by Halloun and Hestenes in the field of physics in the 1980s. The acquired "Subject Matter Structure" of students is a measure of the coherence of their understanding of science disciplines -- the ability to see the big picture and the place of a body of specialized knowledge in that larger framework. Research indicates that secondary science teachers with high scores on "Subject Matter Structure" have greater skill in selecting topics for inclusion in the secondary science curriculum. Their starting point is the work of G.R. Gess-Newsome and N.G. Lederman, "Preservice Biology Teachers' Knowledge Structures as a Function of Professional Teacher Education: A Year-Long Assessment, Science Education, Vol. 77, No. 1 (1993), pages 25-45. The work of Simmons et al., "Beginning Teachers: Beliefs and Classroom Actions," Journal of Research in Science Teaching, Vol. 36, No. 8. (1999), pp. 930-954, is being adapted to measure "teaching and learning beliefs." Some prospective teachers still believe that boys are better suited for science than girls, that some students are bound to fail, that learning is passive, that teaching is imparting knowledge to students, and that theory is largely not relevant to teaching. If these beliefs go unchallenged and future teachers are not taught to critically examine their own ideas, ineffective models of teaching are perpetuated. The work of Koballa and Tippins is being used as a starting point to creating instruments for measuring "decision making skills." See T.R. Koballa and D.J. Tippins, "Cases in Middle and Secondary Science Education," (Merrill Publishers, Upper saddle River, NJ, 2000). "Professional Performance" is being measured by adapting James Gallagher's Secondary Teacher Analysis Matrix (Michigan State University, Department of Teacher Education, 1995) and the Arizona Collaborative for Excellence in Preparation of Teachers' "Reformed Teaching Observation Protocol." CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Talanquer, Vicente Debra Tomanek Ingrid Novodvorsky University of Arizona AZ Myles G. Boylan Standard Grant 142270 7428 SMET 9178 7428 0000099 Other Applications NEC 0088056 January 1, 2001 Discovery-Based Lower-Division Undergraduate Chemistry Laboratories. Chemistry (12) In response to the national discussion on science pedagogy and a school-wide upgrade of computing facilities and networking, we have been carrying out a major redesign of our chemistry curriculum. In lower division courses, the impact of these changes has been most apparent in the so-called "lecture" portion of traditional lecture/laboratory sequences. This project facilitates a complementary development of laboratory-based segments of the first-year principles of chemistry course and the second-year organic chemistry course. We are extending to the laboratory the emphasis on discovery-based and collaborative learning that characterizes our classrooms. We are making lower-division laboratory experiences closer approximations of the real thing and are using the excitement of discovery as the driving force for learning just as it is in the general scientific enterprise. The project adapts in a general way the Project Kaleidoscope Plan for Strengthening Undergraduate Science and Mathematics, and, more specifically, modifies experiments currently used in undergraduate chemistry courses to a discovery format, and incorporates computing in pedagogy following the model of the SCALE-UP Project at North Carolina State University in physics. Incorporation of a set of instrumentation is enabling us to achieve these objectives through the introduction of modern technology that both broadens the scope of what students can do and, as important, frees up time and helps establish a collaboratory capability for thinking about and understanding what is being done. Major items being introduced into the courses include laptop computers with wireless networking capability and expanded molecular modeling support, Vernier instrument kits for data acquisition, fiber-optic diode-array ultraviolet/visible spectrophotometers, and an upgrade of our current nuclear magnetic resonance spectrometer. We are providing a laboratory environment that allows students to assume direct responsibility in a reasonably efficient way for the broadest range of laboratory work, with the instructor's time as a skilled technician minimized in order to emphasize his or her role as guide and mentor. We anticipate that implementation of this technology will begin to blur the distinction between the lecture and laboratory segments of these courses. Finally, as a women's college, we have played a significant role in increasing the proportion of women entering the science professions. One goal of this project is to increase the number of our students who continue in the sciences beyond their first two years and, also, the proportion of women who elect to pursue post-graduate study in the discipline because their early experience of science at the college level has engaged both their minds and their interest. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bays, J. Philip Dorothy Feigl St Mary's College IN Susan H. Hixson Standard Grant 100769 7428 SMET 9178 7428 0000099 Other Applications NEC 0088062 May 1, 2001 Enhanced Opportunities for Experiential Learning with NMR Spectroscopy. Chemistry (12) The overarching goal of this project is to provide all students with a research-rich instruction and learning environment, to enhance student interest in and increase excitement about learning and practicing chemistry and to strengthen the students' problem- solving skills. Experiential learning is enhanced by (a) increasing early exposure to FT-NMR spectroscopy in courses for science majors; (b) giving every science major extensive, direct experience with FT-NMR instrumentation; (c) integrating research opportunities, using a comprehensive variety of experiments, into the chemistry curriculum; and (d) integrating FT-NMR, along with other instrumental techniques, into at least one course for non-majors that focuses on molecular structure and reactivity. Purchase of an Anasazi Instruments EFT-60 system to complement an existing high-field, multinuclear FT-NMR spectrometer and use of experiments adapted from standard literature allow hands-on instrumentation use by science majors at all levels. A course designed for non-science majors also includes a research-rich, hands-on laboratory component using the newly acquired instrumentation. A workshop for local high school teachers and talented high school students is offered, during which participants have the opportunity for hands-on operation of the FT-NMR spectrometers. This exposure to instrumentation at the high school level results in better preparedness for the college-bound science student, increased interest in pursuing a science-related career, and an increased excitement among students about science in general. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Frick, Jeffrey Illinois Wesleyan University IL Jeanne R. Small Standard Grant 42844 7428 SMET 9178 7428 0000099 Other Applications NEC 0088072 January 1, 2001 Building General Chemistry Skills. Chemistry (12) This project is undertaking systematic redesign of the introductory chemistry courses beginning with the general chemistry sequence. The approximately 2000 students targeted per calendar year represent a broad cross- section of the entering class and include new students to the College of Engineering, preprofessional students who expect to continue studies in pharmacy, medicine, dentistry, and science education, and majors in the College of Liberal Arts. The redesign makes use of active learning pedagogies and other approaches which address the students' different learning styles. The two critical components of the overall curricular redesign are: (1) a mathematics and calculator skills tutorial that is web- based and (2) a chemistry knowledge assessment designed to be taken at both the beginning and end of the first semester course in order to measure the efficacy of student learning from the course changes. The remainder of the redesign elements makes extensive use of materials and pedagogy adapted from several NSF Systemic Initiatives in Chemistry. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Pienta, Norbert Elizabeth Whitt University of Iowa IA Elizabeth M. Dorland Standard Grant 168997 7428 SMET 9178 7428 0000099 Other Applications NEC 0088089 June 1, 2001 Enhancement of a Molecular Biology/Bioinformatics Program. Biological Sciences (61) Today's biologists need powerful computer applications to tackle the molecular haystacks of information. To prepare biology students for this challenge, the Department of Biological Sciences at the University of Wisconsin- Parkside (UWP) is further developing an innovative, multidisciplinary undergraduate curriculum in Molecular Biology & Bioinformatics (MBB). The objective of the MBB program is to give our students hands-on facility with molecular biology laboratory techniques, a grasp of mathematical and physical concepts underlying MBB and the ability to apply them, and a proficiency with computational tools and skills of bioinformatics. The effort is an adaptation of problem-based learning pioneered by the BioQuest group centered at Beloit College. To accomplish these tasks, we are expanding and improving our department's expertise through faculty development, redesigning our curriculum, and improving the infrastructure of the department. New equipment and software essential for the development of our program is being acquired to keep our program at the cutting edge. We are also expanding our faculty development program in the area of bioinformatics. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Pham, Daphne David Higgs University of Wisconsin-Parkside WI Terry S. Woodin Standard Grant 166826 7428 SMET 9178 7428 0000099 Other Applications NEC 0088104 January 1, 2001 Incorporation of GC-Ion Trap Mass Spectrometry into Undergraduate Education. Chemistry (12) The goal of this project is to enhance the quality and effectiveness of undergraduate instruction and training by incorporating gas chromatography-ion-trap mass spectrometry into the chemistry curriculum at the institution, using experiments adapted from standard literature. With the addition of a single instrument, the chemistry faculty is able to effectively educate students in the fundamental applications of mass spectrometry, mass spectral interpretation, and "multidimensional" analytical methods such as gas chromatography-mass spectrometry and mass spectrometry/mass spectrometry. In addition, thermochemical concepts are taught in the Physical Chemistry Laboratory in an entirely new and easily understood way. The addition of the GC-ITMS allows the merging of widely applied and relevant scientific instrumentation and technology with chemical education and training. The courses affected are Instrumental Methods for Chemical Analysis, Physical Chemistry Laboratory and Independent Study and Research. The incorporation of GC-ITMS into the curriculum also provides invaluable opportunities for faculty development and improvement through the design and implementation of new exercises that revolve around bench-top mass spectrometry as a teaching tool. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Van Stipdonk, Michael Wichita State University KS Iraj B. Nejad Standard Grant 40217 7428 SMET 9178 7428 0000099 Other Applications NEC 0088113 March 15, 2001 Integration of Student-Designed Laboratories in Cell and Tissue Biology. Biological Sciences (61) Completion of a new science facility and the addition of new biology faculty provide the opportunity to evaluate and improve the curriculum of the University of Redlands Biology Department. This assessment has led to the articulation of two goals: (1) to maintain and expand opportunities for students to gain experience with the scientific method through student-designed laboratory projects, (2) to expand coverage of central themes in cell and tissue biology by the addition of new upper-level courses. To meet these objectives, this project is adapting the successful project developed by Dr. Diana Darnell at Lake Forest College (DUE-9952472) in which students gain experience designing a semester-long project. Using Dr. Darnell's project as a model, this adaptation is incorporating multiple-week, student-designed projects into laboratory sessions of four courses with cell and tissue biology themes. Students are responsible for designing experiments, collecting and analyzing data, and communicating their results to others. These student-designed projects are being incorporated into a current course (Cell Biology) and into three courses that are being implemented as a result of this curriculum reform (Immunology, Plant Physiology and Advanced Topics in Cell and Molecular Biology). An added benefit of this reform will be the better preparation of students for their year-long senior research requirement. Equipment such as compound fluorescence microscopes, a sterile hood, incubators with lighting and CO2 control, and a high-speed centrifuge allow the development of projects involving subcellular localization, cell and tissue culture and cellular fractionation. This equipment is also being used by students with interests in cell and tissue biology to conduct their senior research requirement. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Aronson, Ben James Blauth Susan Blauth University of Redlands CA Herbert Levitan Standard Grant 58083 7428 SMET 9178 7428 0000099 Other Applications NEC 0088127 May 1, 2001 Equipment for an Undergraduate Microfabrication Laboratory. Physics (13) The objective of this project is to use a multitarget sputter deposition system to enhance the capabilities of a Microfabrication Laboratory and course work. This new laboratory is used to give undergraduate students a fundamental understanding of the processes used in the research, development, and manufacture of microelectronic devices. Moreover, microfabrication technology is continually being adapted for other applications, such as microelectromechanical systems (MEMS), optics, biomedical devices, flat panel displays (FPDs), and sensors. Microfabrication, whatever the device being produced, integrates aspects of physics, chemistry, materials science, and several engineering disciplines into one readily recognized application. Consequently, courses and projects conducted in the Microfabrication Laboratory are natural forums in which to emphasize the value of multidisciplinary and interdisciplinary education. The courses and experiments developed at James Madison University, which does not offer engineering degrees, will be designed to insert hands- on, interdisciplinary laboratory experiences early in the undergraduate curriculum through the use of traditional and novel soft lithography techniques. The Microfabrication Laboratory is extensively used for upper level courses and student research projects. The goal is to expose a broad spectrum of undergraduate science and technology students to microfabrication techniques. Equally important is the emphasis on developing teamwork and communication skills in an interdisciplinary environment, with courses and projects pursued by students from multiple departments. Experience with microfabrication techniques at the undergraduate level helps prepare students for further work in this area, whether they enter industry or graduate school. The project also demonstrates the feasibility of implementing microfabrication experiments at other undergraduate institutions and extending them beyond the engineering curricula in which they have previously been incorporated. Many industries will be revolutionized by new and creative application of microfabrication technologies; this revolution begins by exposing a broader audience of students to microfabrication science and technology. Experiments are being adapted from the research and education literature in engineering, physics, chemistry, and materials science. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lawrence, David Gerald Taylor William Hughes Brian Augustine James Madison University VA Duncan E. McBride Standard Grant 87075 7428 SMET 9178 7428 0000099 Other Applications NEC 0088128 April 1, 2001 Collaborative Research: Developing and Implementing Just-in-Time-Teaching (JiTT) Techniques in the Principles of Economics Course. Economics (82) In recent years there has been growing concern that economics is lagging behind other disciplines in implementing instructional innovations that actively engage students in the learning process. In response, this project is adapting Just- in- Time Teaching (JiTT) techniques originally developed for physics education for use in introductory economics courses. JiTT techniques combine the use of Web- based exercises with active- learning pedagogy to provide a dynamic learning environment that makes students collaborators in the learning process. [See Gregor Novak, E. Patterson, A. Gavrin, and W. Christian, "Just-in-Time Teaching: Blending Active Learning with Web Technology," Prentice Hall, 1999.] Students complete exercises on the Web and turn them in a few hours before class; faculty then organize the classroom session around students' responses just prior to class. Excerpts from students' submissions are presented during the class as the basis for lecture topics and are also used to develop collaborative exercises that teams of students work on during classroom sessions. This two- pronged approach leads to better student preparation for class, greater participation in classroom discussion, instantaneous feedback for instructors, and improved student study habits. We are building a model for JiTT application in a traditional Principles of Economics sequence that features 25 modules of lecture/ discussion topics, warm- up exercises, economic puzzles, and collaborative in- class activities. By implementing JiTT techniques in introductory economics courses we hope to achieve four related objectives: (1) improving learning in undergraduate economics courses through increased emphasis on active- student learning activities, (2) developing effective strategies for integrating use of the Web in an active- student learning environment, (3) increasing the academic success of minority students in economics, and (4) fostering changes in teaching practices in economics. The development, implementation, evaluation, and dissemination of JiTT materials for introductory economics courses is being carried out by experienced faculty members at Glendale Community College (GCC) and North Carolina A&T State University (NCAT), institutions serving unique educational missions and diverse student populations. In addition to developing JiTT materials for classroom use and testing the effectiveness of JiTT techniques in our classes, we are in the process of developing a JiTT in Economics Web site at NCAT. The Web site will eventually include a description of the JiTT strategy, links to JiTT use elsewhere, a complete compilation of the 25 modules we develop, workshop presentations, and our research findings and recommendations. To encourage broader adoption of JiTT strategies in economics, we are publicizing the materials on this Web site and presenting our findings through presentations at workshops and professional meetings, as well as through economic education listservs to which we belong. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Maier, Mark Glendale Community College CA Myles G. Boylan Standard Grant 50144 7428 SMET 9178 7428 0000099 Other Applications NEC 0088129 December 15, 2000 Establishing New Traditions in Chemistry. Chemistry (12) Many students have difficulty with the traditional chemistry curriculum involving lecture, laboratory, and recitation. This is evidenced by decreasing enrollments in both majors-level and non-majors freshman chemistry at a significant number of institutions. There also appears to be an increasing need to review fundamental concepts of general chemistry in upper-division chemistry courses, suggesting retention difficulty. This project is allowing the teaching focus to adapt and implement a number of the active-learning strategies developed by the NSF sponsored "New Traditions" consortium. The program is involving a number of active-learning methodologies (in-class writing and thinking assignments, laboratory experiments involving directed inquiry, the use of molecular modeling) which are providing the students the opportunities to develop skills in analysis methods, data organization, model development, data interpretation, drawing conclusions, and correlation of relationships among the parameters measured. The award provided funding for a "smart classroom" that is allowing students at all levels (initially freshman, later extended to upper-division) of chemistry courses to participate in inquiry-based instruction. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ratliff, Judy Jeffrey Anderson Terry McCreary Mark Masthay James Cox Murray State University KY John D. Dwyer Standard Grant 153979 7428 SMET 9178 7428 0000099 Other Applications NEC 0088138 January 1, 2001 A Novel Integrated Laboratory for Plant and Animal Physiology. Biological Sciences (61) To fully understand how organisms work, biologists in the post- genomic era must find new ways to incorporate our abundant molecular data into the larger context of cellular and organismal physiology. Towards this end, we are strengthening the physiology curriculum at Harvey Mudd College by adding a new Comparative Physiology Laboratory. This course accompanies a sophomore- level lecture course, Structure and Function, which covers cellular, animal, and plant physiological mechanisms. The laboratory course uses the novel approach of presenting physiology as a set of unique solutions to common problems. Animal, plant and fungal models are being used as systems in which to examine energetics, ionic regulation and signaling. The course is structured to allow both breadth and depth. During the first nine weeks, students perform a wide range of exercises, many of which are adapted from other successful laboratory courses developed at other institutions (e.g., Grinnell College, Swarthmore College, Pomona College, University of New Hampshire). In a second meeting each week, students complete each exercise by developing a testable hypothesis about the system. These hypotheses provide the starting point for self- initiated research projects designed, carried out and presented by students in the final five weeks of the course. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Williams, Mary Stephen Adolph Harvey Mudd College CA Terry S. Woodin Standard Grant 49655 7428 SMET 9178 7428 0000099 Other Applications NEC 0088141 September 1, 2000 Laboratory Instruction in Flow Cytometry. Biological Sciences (61) The study of the basic unit of life, the cell, in undergraduate education is limited to microscopic or population based observations. The flow cytometer, an instrument that rapidly generates an 'optical fingerprint' of each cell within a population, provides a powerful new approach to the study of cells. This proposal establishes a flow cytometry teaching laboratory, provides faculty development and creates and disseminates inquiry-based curricula for a wide range of instructional environments through the training of university, community college, and present and prospective high school science teachers. In workshops, instructors will develop inquiry-based curricula and interactive workbooks to incorporate hands-on flow cytometry exercises into biology laboratories. Three levels of flow cytometry laboratory instruction are described: 1) basic cell biology and microbiology laboratories that address the principles of flow cytometry through the manipulation of cells and their environment by the students; 2) advanced biology laboratories where students will use molecular probes, cell preparation protocols, flow cytometry instrumentation and software analysis; and 3) individualized hands-on instruction and independent research projects. The high instrument cost and extensive training required in flow cytometry have limited its use in undergraduate teaching. These problems are addressed in this proposal and solved through the use of shared instrumentation, the distribution of experimental results over the Internet and training workshops. Financial responsibility is shared through collaboration between San Jose State University, BD Biosciences, the California State University Program for Education and Research in Biotechnology and the National Science Foundation. Programmatic evaluations are intended to refine flow cytometry workbooks and instruction over the funding period, and dissemination of results and materials through electronic and print media, professional meetings and workshops will lead to widespread inquiry-based instructional activities in flow cytometry. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Boothby, John Ruth Kibler San Jose State University Foundation CA Jeanne R. Small Standard Grant 199826 7428 SMET 9178 7428 7427 0000099 Other Applications NEC 0088149 April 1, 2001 Mathematics Across the Curriculum Project. Mathematical Sciences (21) This "Mathematics Across the Curriculum" (MAC) project is integrating mathematics into curricula that are not typically associated with mathematics. The key problem that this project addresses is students' lack of opportunity to deepen and reinforce the mathematics that they have learned in their mathematics classes as well as understand its greater importance and application in their lives. The project is assisting faculty across the disciplines to create, evaluate, and modify projects that incorporate mathematics. The project is adapting and implementing the results and practices of previously funded NSF projects at Dartmouth College and Alverno College. Principal investigators from these projects are serving as consultants and evaluators for the MAC project. Participants include faculty from Washington State community colleges, The Evergreen State College, Western Washington University, and the local school district. Additional support is being provided by the State Board for Community and Technical Colleges; the Puget Sound Center for Teaching, Learning and Technology; the Washington Center for the Improvement of Undergraduate Education; and the GTE Service Corporation. This project is allowing faculty of various disciplines to create activities, projects, and/or courses that explicitly incorporate mathematical dimensions of their disciplines. Statewide and national dissemination of best practices are a planned key outcome. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hartzler, Rebecca Dorothy Wallace Deann Leoni Edmonds Community College WA Elizabeth Teles Standard Grant 129404 7428 SMET 9178 7428 0000099 Other Applications NEC 0088153 February 1, 2001 Inquiry-based Experiments in Bioinformatics. Biological Sciences (61) The explosive growth of biological sequence information has created a demand for individuals skilled in retrieving, managing, and analyzing scientific data. According to the NIH, "Researchers who five years ago spent little time on computers report that they now spend 90% of their research time in front of their monitors"(1). Although the need for biologists with computer skills has increased dramatically, the number of undergraduates learning these skills has not. Few students learn how to use computers as a research tool. Biology teaching has lagged behind, largely, through the lack of "classroom-ready" materials available to college and high school instructors. Through this project, computer-based laboratory experiments are being created in collaboration with the National Center for Biotechnology Information (NCBI). Prototype instructional materials are being developed to teach students how to use NCBI's databases and bioinformatics tools to perform novel experiments while emphasizing fundamental concepts in biology. It is anticipated that students that use bioinformatics as a tool for inquiry-based research will have a better understanding of modern biology and new research skills. Laboratory exercises are being formally evaluated and tested by faculty from community colleges, four-year institutions, and high schools. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Porter, Sandra Geospiza Incorporation WA Herbert Levitan Standard Grant 54800 7427 SMET 9178 7427 0000099 Other Applications NEC 0088157 March 1, 2001 Observational Laboratory Exercises for Introductory and Advanced Astronomy Courses. Astronomy (11) The beginning of the new millennium is an exciting time to be teaching and learning Astronomy. Technological advances are allowing us to observe and understand more of our universe than dreamed possible even a few years ago. This project uses the new technology in observational astronomy, combined with simulations, to enhance the laboratory experience of Gustavus Adolphus College students. By changing the focus of the laboratory and observational components of our two astronomy courses, the project provides students with a better appreciation of the universe and of observational techniques, and better prepares advanced students for graduate work in physics and astrophysics. The observational component takes advantage of a combination of 10" Meade LX- 200 computer-controlled telescopes and Santa Barbara Instrument Group ST7E CCD cameras to provide an introduction to the visible universe through both eyepiece and electronic images. Introductory and advanced students, as well as the many visitors to the Olin Observatory, can explore the solar system, stars, nebulae, and galaxies. With the addition of SBIG spectrometers, filter wheels, and an adaptive optics attachment, the students can make rigorous, quantitative measurements. These measurements, combined with computer simulations, give them a more complete understanding of astronomical research. Approximately 80 students in the general education astronomy course make use of the combination of observation and simulation in the introductory astronomy course each year. About 20 additional students a year benefit when this combination is used at the advanced level in astrophysics in open- ended laboratories and in course-related and student/faculty research projects. Other beneficiaries include grade-school and high-school groups who visit the observatory for programs, as well as the general public who attend for open viewing. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Niederriter, Charles Gustavus Adolphus College MN Duncan E. McBride Standard Grant 28860 7428 SMET 9178 7428 0000099 Other Applications NEC 0088158 January 1, 2001 Walking Before Running: Filling the Freshman Engineering Gap by Building Mobile Stiquito(TM) Robots. Electrical Engineering (55) The objective of this project is to provide freshman engineering students with a realistic, enticing, and exciting introduction to their prospective profession. Through design and construction of a walking robot, coupled with practical engineering activites (project scheduling, manufacturability, economics, etc.), students develop the physical intuition needed to understand what more advanced courses are trying to accomplish. Skills that are often taken for granted by instructors, e. g., use of hand tools and identifying basic components, are taught, and these introduce students to the essentials of their chosen profession. Expected outcomes include an increased retention rate for traditional, non-traditional, and under-represented freshman engineering students, improved performance in courses, and more qualified graduates. Support is also used to equip a dedicated laboratory as a "learning center" for team activities. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Miller, Damon Frank Severance Ralph Tanner Massood Atashbar Western Michigan University MI Russell L. Pimmel Standard Grant 99918 7428 SMET 9178 7428 0000099 Other Applications NEC 0088166 January 1, 2001 Improving the Undergraduate Organic Chemistry Curricula by Incorporation of FTIR Spectroscopy. Chemistry (12) The Department of Chemistry is in the process of restructuring the organic chemistry laboratories through introduction of Problem-Solving Laboratories (PSL), the addition of microscale experimental techniques, and the introduction of modern instrumentation. Use of a new Fourier-Transform Infrared (FTIR) Spectrometer is being incorporated into the design of new laboratory procedures for two terms of organic chemistry. The PSL approach and individual experiments are being adapted from those used at other institutions and reported in the chemical literature. The new PSL format, facilitated by use of the FTIR spectrometer, is increasing the quality of our laboratory instruction by providing a collaborative learning environment, allowing students time to design experiments and express ideas, and giving students experience with modern instrumentation and techniques. This laboratory design provides students with a more realistic experience of chemistry, challenging and developing their critical thinking skills, and better preparing them to make informed decisions relating to science. It is anticipated that this laboratory modification and style will attract more students, particularly women and under-represented minority groups, to the study of science. Project results will be disseminated at local chemical education meetings, in standard pedagogical journals, and at regional and national meetings of the American Chemical Society and/or the Biennial Conference on Chemical Education. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Scribner, Steven Sally Welch Marygrove College MI Susan H. Hixson Standard Grant 8750 7428 SMET 9178 7428 0000099 Other Applications NEC 0088167 March 15, 2001 Enhancing Introductory Chemistry with Technology. Chemistry (12) Technology is being incorporated into first and second year chemistry courses via eight ScienceWorks workstations. Incorporation of technology into introductory chemistry is the next step in the continuous reform in the Department of Chemistry. The workstations allow the laboratories to move from traditional 'recipe' experiments to inquiry-based experiments by decreasing the amount of time needed for data acquisition. This allows students more time to analyze, to interpret data, and to develop critical thinking skills necessary to be successful in the work place. Current experiments are being revised and new experiments are being adapted from a variety of sources, including ChemLinks modules, the Middle Atlantic Discovery Chemistry Project (MADCP), and other literature sources, to make full use of the new equipment, such as pH sensors to monitor pH changes in a titration reaction. The workstations also are being used to modify 'traditional' lecture settings to a more active learning environment by using 'mini' lecture experiments, CD-ROMs, and internet sites such as those provided through ChemLinks and others. As a result, professors are able to address the multiple learning styles of our students. For example, difficult concepts such as valence shell electron pair repulsion are addressed by the blackboard, models, and computer simulated 3-D models from websites and CD-ROMS. The workstations also are used for inquiry-based lecture learning using ConcepTests developed by New Traditions and activities from ChemLinks modules. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Welch, Sally Steven Scribner Marygrove College MI Susan H. Hixson Standard Grant 13066 7428 SMET 9178 7428 0000099 Other Applications NEC 0088168 January 1, 2001 Development of Environmental Geochemistry Modules Across an Earth Science Curriculum. Geology (42) This project is incorporating new analytical instrumentation in undergraduate instructional laboratories -- an ICP-AES and an ion chromatograph (IC). With these instruments, we are restructuring the Earth Science curriculum, putting more emphasis on learning geochemical principles and processes, following the recommendations in Ireton, Manduca, and Mogk, "Shaping the Future of Undergraduate Earth Science Education" (AGU, 1996). Five key changes are taking place. (1) Upper-level courses in geochemistry are being redesigned to focus on low-temperature and environmental geochemistry. The laboratory component to these courses includes a skills enhancement component and a project component. (2) The project component is teaching students to develop a research proposal with an experimental design, to implement the research, and to analyze the research findings with an emphasis on technical writing skills. This part of our project is adapting the work of Catherine Carlson in designing a hydro-geochemistry course at Eastern Connecticut State University, "Field Research as a Pedagogical Tool for Learning Hydrogeochemistry and Scientific Writing Skills," Journal of Geoscience Education (1999) Vol. 47, pp. 150-157. (3) We are adding a project-based component to the introductory geology course, giving students experience in the use of analytical instruments, data collection, and analysis. This feature is adapting the approach developed by Dunnivant et al., "A Comprehensive Stream Study Designed for an Undergraduate Non-Majors Course in Earth Science," Journal of Geoscience Education (1999) Vol. 47, pp. 158-165. Students are required to undertake an environmental investigation using locally available groundwater and surface water resources. (4) We are providing enhanced opportunities for undergraduates in the honors program and in independent study to use advanced analytical techniques in their projects. (5) In addition we are providing enhanced opportunities for undergraduates in the senior seminar. We have redesigned this seminar to be a capstone course. The objective is to increase students' ability acquire and interpret geochemical data in support of broader earth science concepts and theories. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Noll, Mark SUNY College at Brockport NY Jeffrey G. Ryan Standard Grant 18446 7428 SMET 9178 7428 0000099 Other Applications NEC 0088169 January 1, 2001 Incorporating FTNMR Across the Two-Year College Chemistry Curriculum. Chemistry (12) Nuclear magnetic resonance (NMR) is an indispensable tool for the determination of the structures of molecules, the analysis of chemical mixtures, and the determination of reaction kinetics. Efforts to provide students with hands-on experience using NMR in the laboratory are greatly aided by converting an outdated Varian EM360 continuous-wave NMR spectrometer into a modern multinuclear Fourier-transform instrument (FTNMR). This cost-effective, user-friendly solution allows rapid data acquisition, making student collection of spectra a routine procedure. Adaptation of experiments from the Journal of Chemical Education and incorporation of FTNMR into current experiments allow students at all stages of their chemical education to have access to the instrument. FTNMR is used across the curriculum to demonstrate the power of the technique in Introductory Chemistry, to determine molecular structure in General Chemistry, and to perform multinuclear and two- dimensional experiments in Organic Chemistry. Early and continued exposure to FTNMR reinforces important chemical concepts, engages students, helps develop their problem-solving skills, and exposes them to the uses of technology in chemistry. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Larson, Wayne Patricia Young Diablo Valley College CA Eileen L. Lewis Standard Grant 25562 7428 SMET 9178 7428 0000099 Other Applications NEC 0088170 May 1, 2001 Hydrogeology Laboratory Improvement for Enhancing Undergraduate Teaching and Research in Water Sciences. Geology (42) This project has two objectives. One is to provide University of Northern Iowa students with an opportunity to learn the fundamental concepts that explain observed patterns of surface and subsurface water resources pollution. The other is to provide them with opportunities to improve their analytical skills by using modern laboratory equipment. The project is centered on the use of a new ion chromatography system. The installation of this system has enhanced the analytical capability of the undergraduate hydrogeology laboratory in the Department of Earth Science. This new ion chromatograph is being used to monitor water flow and quality using a newly built on-campus monitoring well site. A related dimension of our project is an on-going process of laboratory curriculum improvement. In this project we are implementing the recommendations of Texley and Wild, "NSTA Pathways to the Science Standards: Guidelines for Moving the Vision into Practice," National Science Teachers Association, 1997, and following the recommendations of Clough and Clark, "Cookbooks and Constructivism: A Better Approach to Laboratory Activities," The Science Teacher, Vol. 61, No. 2 (1994) pp. 34-37. New exercises are being added to the lab component of various courses, such as Hydrogeology, Environmental Hydrology, and Physical Geology. These exercises are providing the students with increased opportunities to develop critical thinking skills and a scientific attitude. Many of these exercises are field-based hands-on experiences designed to facilitate student understanding of the fundamentals of water-rock interactions in subsurface geologic systems. In the impacted courses, students are collecting ground water and stream water samples from polluted and unpolluted areas, from areas of varying land use practices, and from landfill sites. Students are then analyzing these samples using ion chromatography for their common inorganic ion content. Students are also studying groundwater flow by using ion tracers (bromide, chloride, and others) in both simulated lab systems and in the field plots. These exercises are teaching them the concepts of prevalent chemical characters and leachate migration, improving their understanding of how land use practices cause subsurface water pollution, and many of the derivative environmental consequences of subsurface water pollution. This project is making it easier for the students to find a link between their classroom and laboratory learning and the real field situation. This expansion of available laboratory exercises in water-related classes is giving our students more opportunities to prepare for employment in environmental services companies as well as for further study at the graduate level. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Iqbal, Mohammad University of Northern Iowa IA Myles G. Boylan Standard Grant 13805 7428 SMET 9178 7428 0000099 Other Applications NEC 0088172 February 15, 2001 Adapting Interdisciplinary Materials Science into Chemistry and Physics. Interdisciplinary (99) This project is introducing and integrating an interdisciplinary materials science emphasis into the undergraduate chemistry and physics programs. The objective of this new materials science and applied technology emphasis is to increase the number of undergraduate students choosing to study chemistry and physics, to foster collaboration, and to prepare students for increasingly interdisciplinary industry or research careers. The project includes development of a laboratory-based, team-taught interdisciplinary materials science course, and introduction of innovative discovery-based projects into the freshman laboratories. The project is adapting an inter-departmental approach utilized at Gustavus Adolphus College as well as specific laboratory projects developed in the materials physics course at Miami University. An upper-level course is using investigative, hands-on projects that model modern research collaborations in physics and chemistry. It is adapting an innovative, expert/novice, peer-learning scheme from Miami University in which students from two disciplines learn from each other. The hands-on projects in the course include the study of metals, semiconductors, superconductors, polymers, and other materials science topics presented from the perspectives of both disciplines. The equipment requested for this project is improving the freshman as well as the upper level chemistry and physics laboratory courses, providing a foundation for a materials science/applied technology emphasis in both departments. The equipment complements the expertise of the current faculty, and thereby helps to ensure the on-going growth of collaboration between the two departments beyond this specific project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sibley, Scott Sasha Dukan Goucher College MD Susan L. Burkett Standard Grant 82472 7428 SMET 9178 7428 0000099 Other Applications NEC 0088173 March 1, 2001 Gas Chromatography - Mass Spectrometry Throughout the Chemistry Curriculum. Chemistry (12) Mass spectrometry (MS) has become one of the premier techniques for the identification of molecules and macromolecules. Recent developments in MS instrumentation and interfaces have ushered in a new era of chemical analysis that demands that scientists have knowledge of and experience with MS. While gas chromatography-mass spectrometry (GC-MS) is one of the oldest of the hyphenated techniques, it remains one of the better and most cost-effective means for teaching mass spectrometry to undergraduates. This acquisition is allowing the introduction of MS at all levels of the curriculum and to offer experiences in MS never before possible in our program. The new instrument has the following crucial features: (1) an attached autosampler to provide unattended analysis of samples; (2) access to chemical ionization to provide beginning students with less complex mass spectra; i.e., those that contain intense "molecular ion" peaks for easier molecular weight determination; and (3) an ion trap mass analyzer rather than a quadrupole that makes possible trace analysis experiments that depend upon the selectivity and sensitivity provided by GC-MS-MS. Guided inquiry and discovery-based experiments involving GC-MS that had good success at other institutions are being adapted or directly implemented into six courses in the curriculum by four of our eight full-time chemistry faculty. Students' knowledge of mass spectrometry is evolving from simple molecular weight information, introduced in general chemistry, to qualitative and quantitative analysis in the organic and analytical chemistry core courses, to analysis of fragmentation patterns and tandem mass spectrometry experienced in two advanced laboratory courses. Our research efforts with undergraduate students are being enhanced as well. This project is supporting major changes in our local general chemistry program and that may serve globally as a model for the integration of both routine and advanced applications of GC-MS in an undergraduate chemistry curriculum. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Thompson, Robert Michael Nee Albert Matlin Oberlin College OH Alexander Grushow Standard Grant 41772 7428 SMET 9178 7428 0000099 Other Applications NEC 0088177 July 1, 2001 NMR Spectrometry Across the Chemistry and Physics Curriculum. Chemistry (12) NMR has revolutionized the modern study of chemical structure and dynamics and all chemistry students need to understand and experience its manifold capabilities. Therefore, a primary educational objective is to increase and diversify the student's exposure to state-of-the-art NMR so they may discover and apply its versatility to challenging problems they will encounter in their professional workplace. The timely and excellent article of Davis and Moore [Journal of Chemical Education, 1999, and the National Science Foundation Division of Undergraduate Education, Award #9751056] is serving as a model for curricular changes and, after modifying some of their experiments and adapting results from our own research and published sources (mainly the Journal of Chemical Education), this model is being implemented. A 300 MHz FTNMR spectrometer is being used to introduce students to NMR techniques as freshmen and then to give them progressively more sophisticated experiences as they proceed through advanced courses and undergraduate research. NMR is serving as a central theme in the chemistry/ biochemistry (14 experiments in 9 courses) and physics (3 experiments in 2 courses) programs. Students are learning about chemical shifts, spin-spin splitting patterns, quantitation using integrated peak intensities, and simple decoupling in their freshman and introduction to organic chemistry courses. NMR characterization of student-synthesized compounds is now routine. In advanced organic chemistry, students are progressing to 2-D COSY and HETCOR techniques. Extension of NMR to solid state and inorganic applications are part of the analytical chemistry course. A metabolic reaction is monitored by NMR in the biochemistry course. The thermodynamics of a keto-enol equilibrium, a gas-phase isotope exchange study, and the spin-saturation technique as an introduction to the kinetics of molecular internal rotation, are investigated with NMR in the physical chemistry laboratory. In physics, students examine the free induction decay of nuclei in an external field, Knight shifts, and the coupling of nuclear magnetic moments with their local environments. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Anderson, Stanley David Marten Nivaldo Tro Allan Nishimura Warren Rogers Westmont College CA John D. Dwyer Standard Grant 98459 7428 SMET 9178 7428 0000099 Other Applications NEC 0088178 January 1, 2001 Pair-Learning in Undergraduate Computer Science Education. Computer Science (31) This project is developing materials and techniques for implementing pair learning in undergraduate computer science laboratory exercises and programming assignments. Pair-learning is a technique for educating computer science students in which students work on programs in pairs at one computer. We are conducting educational studies at diverse institutions to measure the impact of pair-learning on our students' aptitude for, and attitudes toward, computer science. Based on this experience, we are creating and disseminating educational materials for teachers, teaching assistants, and students to support the transition from solo-learning to pair-learning. These materials include: a textbook, lecture slides, laboratory exercises, a collaborative web site, a web-based data tracking tool, teaching assistant training materials, and journal and conference presentations and publications. We conducting longitudinal studies of the performance of students in classes in which pair-learning is used and in all subsequent computer science classes. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Williams, Laurie North Carolina State University NC Robert Stephen Cunningham Standard Grant 227110 7427 SMET 9178 7427 0000099 Other Applications NEC 0088183 March 1, 2001 Communications, Signal Processing and VLSI: Education Under a Common Framework. Engineering - Electrical (55) The Department of Electrical and Computer Engineering at Rowan University is configuring a novel method of teaching the junior level Communications (COMM), Digital Signal Processing (DSP) and Very Large Scale Integration (VLSI) courses under a common framework. These three courses are taken concurrently during the spring semester of the junior year. The main developed prototype is a laboratory manual. A long term goal is to use this prototype to develop a laboratory oriented textbook. There has been a historical division and separation of the fields of Communications, DSP and VLSI in electrical engineering education. This separation has crept up to the very high professional circles in both industry and university. Engineers specialized in one area find it hard to collaborate with their colleagues, and separate cliques within the department start to form. This type of segregation is no longer acceptable as we must provide an integrative experience at the undergraduate level. This integrative experience enables the students to better comprehend the conceptual relationships of COMM, DSP and VLSI. This is highly beneficial for undergraduate students that enter industry or go on to graduate school. Twelve interdisciplinary experiments that cut across individual course boundaries and that integrate hands-on experience and software simulation are being developed. The first four experiments deal with the very basic concepts. The next four experiments expose the students to multimedia standards approved by industry. The last four experiments deal with various applications that link COMM, DSP and VLSI. Software is integrated with the experiments through MATLAB and SIMULINK, C/C++ and Mentor Graphics. Our new laboratory is assessed by comparison with conventional experiments that merely demonstrate the theory taught in the classroom. The regional industrial partners help in assessing our project. The dissemination plan includes journal and conference papers, the creation of a new laboratory manual, use of the World Wide Web and the distribution of material in the form of CD-ROMs and videotapes. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Ramachandran, Ravi John Schmalzel Steven Chin Linda Head Shreekanth Mandayam Rowan University NJ Russell L. Pimmel Standard Grant 74939 7427 SMET 9178 7427 0000099 Other Applications NEC 0088184 January 1, 2001 User-Centered Web Site Design. Computer Science (31) We are creating a course in User-Centered Design for computer science majors. The intent is not to turn computer science students into graphics designers, but to provide them with the background and tools necessary to enable successful participation in a wide range of projects. In particular, web site design offers a key application area for the techniques taught in this course. Products resulting from our project are: a textbook, instructor's manual and web materials. As well, we are offering workshops as the area of user-centered design is new to many faculty. The intent is to provide a "turnkey" course for faculty use in this new and underserved area of computer science. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR McCracken, Daniel Rosalee Wolfe CUNY City College NY Robert Stephen Cunningham Standard Grant 251575 7427 SMET 9178 7427 0000099 Other Applications NEC 0088185 May 1, 2001 Inquiry -based Learning through Team Projects in a Cell Biology Lab Course. Biological Sciences (61) Through this project, we are implementing a new undergraduate laboratory course in Molecular Cell Biology (MCB). The MCB Lab is an upper division elective providing an intensive, inquiry-based lab. The inquiry-based format enables students to develop an understanding of the research process as a means to investigate cell structure and function. The MCB Lab is available to students in the Biology, Molecular Biology and Microbiology, and Chemistry Departments at the University of Central Florida in Orlando. The lab course integrates technology into the classroom through the use of video microscopy and modern computer imaging systems as well as the use of modern biochemical and molecular techniques and instrumentation. The MCB Lab adapts the use of green fluorescent protein (GFP) constructs to the undergraduate laboratory setting. The course adapts elements of the NSF project DUE#9952672, "Developing research-based laboratories in cell biology using green fluorescent protein as a unifying theme" and of the research literature using GFP fusion protein markers. During the semester course, students investigate the molecular basis of eukaryotic cell compartmentalization and cytoskeletal dynamics using various GFP fusion proteins as specific markers. This enables students to observe cellular behaviors in vivo using fluorescence video microscopy. GFP fusion proteins can also be detected biochemically and this feature enables students to integrate their view of eukaryotic cell structure and function by correlating microscopic localization with biochemical behavior of the GFP fusion proteins. The outcome of this work is a significant improvement in student learning through inquiry based activities and increased student enthusiasm and thus retention in the life sciences. This project addresses a local need that reflects a national concern: preparing undergraduates in the SMET areas for careers in the sciences, including professional schools, graduate programs, or research positions in academic or industrial settings. The MCB Lab addresses a limitation in the current curriculum by providing a modern inquiry based lab experience to complement lecture curriculum, enriching the undergraduate laboratory curriculum, providing a substantive undergraduate research experience, and preparing students for continued research in faculty research programs. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Morrison-Shetlar, Alison University of Central Florida FL Terry S. Woodin Standard Grant 88124 7428 SMET 9178 7428 0000099 Other Applications NEC 0088187 January 1, 2001 Science and Mathematics Teachers for the New Millenium: An Online Virtual Classroom for Tomorrow's Urban Teachers. Interdisciplinary (99) We are implementing an innovative distance education -based program at Associate Degree colleges of the City University of New York which begins to prepare students to become secondary school teachers of science and mathematics. The project seeks to address the critical shortage of science and mathematics teachers in hard-to staff urban secondary schools, the need to increase the pool of underrepresented minorities and women as science and mathematics teachers, and the need to involve two year colleges in the teacher preparation effort. The outcomes of the project will be (1) an increase in the number of students from community colleges and other colleges with Associate Degree programs who are recruited and begin their preparation to become certified science and mathematics teachers for the secondary schools; (2) an improvement in the quality of students' learning about science and mathematics concepts and effective educational practice in these subject areas. The longer range goal is an increase in the number of science and mathematics majors who become state-certified teachers in secondary schools with large enrollments of disadvantaged students. The key elements of the project are: (1) use of technology-based distance education to offer Education courses to Associate Degree students at various campuses, and the use of these technologies to foster the sense of an online learning community; (2) faculty liaisons at each partner campus to serve as counselors and mentors to the students, to provide motivational support, and supervise activities designed to create a closely knit learning community of program participants; (3) field-based teaching experiences, with master teacher mentoring, for students as part of their earliest education course; and (4) active recruitment, advisement and transfer orientation efforts to ensure success in meeting enrollment and retention targets and to smooth the transition to a four-year institution. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Weiner, Michael Ellen Goldstein CUNY City College NY Robert Stephen Cunningham Standard Grant 199979 7428 SMET 9178 7428 0000099 Other Applications NEC 0088190 July 1, 2001 Inquiry-Based Cellular Immunology Components Added to the Immunology Laboratory Curriculum. Biological Sciences (61) Immunology is an exciting discipline that has been at the forefront of modern biological research. Twenty five Nobel Prizes have been awarded in Immunology in the past century which is a testament to the rapid rate at which our understanding of Immunology advances. Thus, immunology teachers must continually stay abreast of new developments and incorporate them into their lecture and laboratory curricula. The Immunology course at the University of Wisconsin-La Crosse (UW-L) contains a laboratory based primarily on traditional antigen-antibody interactions. The PI of this project has been very successful at modifying existing exercises so that they are more inquiry based and emphasize quantitative skills, critical thinking and student design of experiments. Although much of the explosive growth in knowledge and methodologies in immunology has been in cellular aspects of the science, laboratory exercises that focus on cellular immunology are lacking. The objectives of this project are 1) to implement a series of cellular immunology exercises in the UW-L Immunology course and 2) to design inquiry based experiments. Exercises that are being developed provide students the opportunity to design, carry out, and analyze experiments on T cell proliferation, cloning and screening of hybridomas to produce monoclonal antibodies, and flow cytometric analysis of cells of the immune system. These curricular changes are intended to enhance students' ability to design experiments using modern technology, enhance their quantitative and computer skills, and provide them with experience in methods widely used in biological research and medical diagnostics. The experiments also aim to enhance students' understanding of important concepts of cellular immunology presented in the lecture component of the course. The new laboratory investigations are an adaptation of and reflect recent trends in the clinical and research aspects of immunology, and are modeled pedagogically after contemporary science education literature . The PI has a strong track record in designing inquiry-based laboratory exercises, and has extensive research experience in cellular immunology, but requires additional equipment to accomplish these objectives. This project impacts a large target audience as Immunology is required by all Microbiology and Medical Laboratory Science majors and is a popular elective for Biology/Biomedical majors. It is the highest enrollment upper lever course in the Microbiology Department at UW-L with enrollments of 80-120 students per year. This projects is serving as a model for other faculty in the Department and University as they move toward more inquiry-based laboratories. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Taylor-Winfrey, Bernadette University of Wisconsin-La Crosse WI Herbert Levitan Standard Grant 21651 7428 SMET 9178 7428 0000099 Other Applications NEC 0088194 June 1, 2001 A Networked Classroom for Polarized Light Microscopy to Improve Student Learning in the Microscopic Examination of Geologic Materials. Geology (42) The Geology Department at Hamilton is adapting the concept of the "studio classroom", which has been used successfully at other institutions to teach physics, mathematics, and engineering, to create a networked studio classroom for polarized light microscopy. The project combines the systematic use of technology within an environment that enables cooperative learning. The "studio" features clusters of four petrographic work stations configured to promote student group work. Each petrographic microscope has an integrated live video feed networked to a computer at the cluster. The instructor has a central work station with incoming video feeds, one from each cluster, and two outgoing feeds, one to each of two data projectors. The instructor's work station serves as a selection and switching device so that a real- time video image from any of the microscopes can be delivered to either of the data projectors for display on a large screen for student discussion. The classroom allows us to revolutionize teaching of the microscopic study of geologic materials in virtually all courses in the Department and to introduce inquiry- based activities, cooperative learning, and group learning that are difficult in a traditional microscopy lab, where each student works in isolation. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Bailey, David Barbara Tewksbury Eugene Domack Hamilton College NY Terry S. Woodin Standard Grant 75399 7428 SMET 9178 7427 0000099 Other Applications NEC 0088204 June 1, 2001 Math Foundations in CS 1 & 2 for Less Selective Institutions. Computer Science (31) By developing modules which integrate foundational mathematical concepts with computer science coursework, we will provide students with motivated development in the mathematics required for success in computer science. We are developing modules which students work with asynchronously at their pace; these modules directly tie mathematics to computer science problems. The modules assume only high school algebra, but will bring students to the maturity and knowledge level that they require in order to succeed. We are adapting peadagogical materials from "Crossroads in Mathematics" a report by the American Mathematics Association from the classroom environment envisioned in the report to our online, asynchronous approach; and curricular materials from two well-established sources: Gries and the Math-Thinking Group who have developed a heavily mathematics-based approach to computer science education and a text by Aho and Ullman, which emphasizes the mathematical modelling of computer science concepts. This project takes the mathematical material used in these approaches and ties it to the content of early computer science courses. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lloyd, William Adel Abunawass Rebecca Rizzo University of West Georgia GA Stephen C. Cooper Standard Grant 46950 7428 SMET 9178 7428 0000099 Other Applications NEC 0088205 September 15, 2000 Far Infrared Fourier Transform Spectrometer for Undergraduate Physics Experiments. Physics (13) The motions of atoms within a molecule or a crystal lattice constitute one of the most fundamental physical phenomena of multi-atom systems, yet few undergraduate physics curricula include experimental studies of vibrational properties. Modern spectrometers can measure frequencies into the far infrared using the Fourier Transform method and are well suited to operation by trained undergraduates. In this project, students are using a far infrared (FIR) Fourier Transform (FT) spectrometer in undergraduate physics experiments, so that they will become familiar with this important technique and see basic physics concepts brought to life. The spectrometer is being used to enhance the laboratory component of the Modern Physics course, to overhaul the Experimental Condensed Matter Physics course, to expand the number of student-faculty research projects, and to engage in collaborations with the Chemistry Department. Students are progressing from studying vibrations of diatomic molecules in the gas phase, to vibrations of large fullerene cages imbedded in a molecular solid, to phonons in simple ionic crystalline lattices. The second year Modern Physics laboratory is incorporating an expanded version of a classic experiment in rotations and vibrations of gas phase HCl. The dual far and middle infrared capability of the instrument allows students to observe excitations of pure molecular rotations at low frequency, and recognize them again as fine structure on top of vibrations in the middle infrared region. Two experiments in FIR vibrational spectroscopy are effecting a major revamping of the advanced Experimental Condensed Matter Physics course. The first, adapted from the research literature and the undergraduate work of students at the L. Eotvos University and the Technical University of Budapest, demonstrates the central role of symmetry in determining vibrational properties of pristine and photo-polymerized c60. The second, based on an experiment that was recently implemented at Reed College, connects a simple 1D lattice dynamics calculation to the observation of optical phonon modes in a real physical system. Another goal of this project to take advantage of an opportunity to reach an unprecedented number of women physics majors at Colby, as indicated by pre-registration numbers for the fall 2000 Modern Physics course. By providing an exceptional undergraduate program of experimental physics, we hope to further the careers of these young women, inspire them to become role models for others, and maintain a critical mass of women in the program. Evaluations of the project will consider specifically their impact on female students as well as on student learning in general. Students will disseminate the results at conferences for undergraduates, and in education or research journals, as appropriate for the work. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Long, Virginia Colby College ME Duncan E. McBride Standard Grant 54983 7428 SMET 9178 0000099 Other Applications NEC 0088208 January 1, 2001 Adaptation of a Team-based Materials and Process Selection Course for Manufacturing Undergraduates. Engineering - Materials Science (57) The Manufacturing Engineering program at Kettering University is undergoing a revamping of its curriculum to reduce the number of required core courses, while still providing students with experiential learning in materials processing and manufacturing systems. As a part of this restructuring of the curriculum, the program is introducing a new course which focuses on the selection of materials and processing routes for engineered products. Much of the content and pedagogy for the course is being adapted from successful projects at California Polytechnic University San Luis Obispo and at Virginia Tech. The course introduces these concepts in the framework of developing a manufacturing strategy for producing a real product in a team environment. This introduces students to concepts such as material selection, process selection, life- cycle engineering, economic decision making, risk and product liability assessment, engineering communication, project planning and engineering ethics. To implement this change, the faculty are incorporating the use of a graphical material property and processing selection database. The new course is being introduced over a two-year period to provide time for evaluation, assessment and re-design. Outside evaluators familiar with both the technical aspects and with pedagogical methods will assist in developing and implementing assessment tools to evaluate the specific outcomes of the course. By adapting and implementing approaches used at other institutions, this new course will serve as a catalyst for change in courses throughout the university. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Harding, Trevor Charles White B. Lee Tuttle Gwan-Ywan Lai Kettering University MI Kenneth Lee Gentili Standard Grant 45671 7428 SMET 9178 7428 0000099 Other Applications NEC 0088211 May 15, 2001 Discovery-Based Science and Mathematics in an Environmental Context. Interdisciplinary (99) This project is forming the foundation for the science curriculum in the Honors College, a brand new liberal arts college being built within the larger Florida Atlantic University system. Through this project the College is developing a discovery-based approach to learning by introducing year-long student projects in first and second year biology and chemistry courses. It is promoting interdisciplinarity by creating educational links among the sciences and between mathematics and the sciences. It is bringing science and mathematics out of the classroom and into the community, using local ponds, lakes, forests and greenways as science laboratories. And for both faculty and students, it is integrating teaching, learning and research in a holistic form of scholarship. The common thread in discovery-based learning, interdisciplinary links, and the community laboratory is long-term environmental research projects in which student and faculty teams study the water quality in the dozens of area ponds, the diversity of wildlife in the more than 250 acres of preserves, and the impact of a growing population on the environment. Such an approach is possible because the College is located in the midst of the planned -- but not yet completed -- community of Abacoa, a mixed residential and urban center which is being built around the college campus. The community projects are bring supported in the laboratory through the use of a gas chromatograph-mass spectrometer (GC- MS), which provides a powerful means for detecting and identifying chemical compounds; and a geographic information system (GIS) lab, which provides a variety of tools for spatial analysis and modeling of large heterogeneous data sets. The GIS lab is also providing a computer classroom for team- teaching new, interdisciplinary, linked courses. The effort is an adaptation and expansion of NSF-funded projects that have focused on discovery-based learning and undergraduate research activities as a means of achieving interdisciplinary learning in the sciences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Fitchett, Stephanie William Green Blake Mellor Paul Kirchman Mwangi Githinji Florida Atlantic University FL Terry S. Woodin Standard Grant 187054 7428 SMET 9178 7428 0000099 Other Applications NEC 0088212 January 1, 2001 An Enhancement of WebWork - a Web-Based Homework Program. Mathematical Sciences (21) This project is focusing on the adoption and enhancement of WeBWork, an internet- based system developed at the University of Rochester for generating and delivering homework problems to students. The project is adapting WeBWork to several areas of the mathematics curriculum, especially at the elementary level. It is also investigating its applications in other disciplines, particularly physics and economics. Once the project enhances WeBWork to a level that will make it easily adaptable and usable in a variety of environments, it will serve as a resource to other clients, including other departments at the university, other universities and several high schools in the state. The project is modifying the interface of WeBWork so that a faculty member with minimal computer skills can manage an entire course independently. It is also developing a default set of homework problems which an instructor can change or select by accessing a database of linked problems. WeBWork now provides only answers to problems. As a much needed aid to the students, this project is developing complete solutions to problems and creating a database, that would be separate from the homework exercises, consisting of "tutorials" that would provide meaningful hints and step-by-step solutions to problems. Students have indicated a great interest in such a bank of "practice problems." At the present time, WeBWork is structured to accommodate only pre-calculus and calculus. Thsi project is adapting it to Finite Mathematics, which covers topics from sets, probability, linear systems, matrices, linear programming and applications to problems from business and the social sciences. WeBWork has many possible applications to courses of this type, but at present it cannot accommodate linear analysis, particularly matrix manipulation. This project is utilizing Maple within WeBWork to analyze and process student answers for this course. This takes WeBWork in a significantly new direction. Overall the project's objective is to make WeBWork easy-to-use, complete and sufficiently flexible to be employed in a variety of environments. To assist in making WeBWork more easily adapted, workshops are being held during the academic year and during the summer months so that potential instructors can more easily see how the program can be implemented and customized for their own particular use. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ziemer, William William Wheeler Indiana University IN Elizabeth Teles Standard Grant 139921 7428 SMET 9178 7428 0000099 Other Applications NEC 0088217 January 1, 2001 Disseminating Successful Strategies for Implementing Field Work in Undergraduate Science Curricula. Interdisciplinary (99) This project is focused on disseminating broadly successful strategies and methods for enhancing undergraduate interest in science through stressed stream analysis. Twenty workshops are being conducted for science and engineering faculty who are interested in learning how to design new courses or integrate into existing courses environmental analysis concepts and state-of-the-art techniques (e.g. biotic indices, electrophoresis, geographic information systems, automated water quality analysis, toxic organic chemical detection in environmental samples, and spreadsheet modeling). Admission to these workshops is based on participants plans for incorporating workshop materials into courses and curricula at their home institutions. Participants pay their own travel expenses and the workshops pay all other expenses. These 3-day workshops are teaching faculty how to organize student teams for collecting data needed to prepare environmental impact statements for real, local problems. Participants receive fully documented course materials with easily adaptable sample exercises, work with regional faculty workshop leaders to modify courses and curriculum at their own institutions, and learn how to sustain this process. The workshop activities are also supported by ample opportunities for follow up with faculty leaders and other participants. Fifteen of the workshops are being conducted at regional sites at the rate of 3 per year, and five are being conducted at the national meetings of different scientific societies, at the rate of 1 per year, including at least one national meeting of an organization of minority scientists. The project leaders are offering full travel allowances for underrepresented minority faculty. CCLI-NATIONAL DISSEMINATION DUE EHR Haynes, James Michele Hluchy SUNY College at Brockport NY Myles G. Boylan Standard Grant 1045051 7429 SMET 9178 7429 0000099 Other Applications NEC 0088222 April 15, 2001 Integration of an FT-NMR into Chemistry and Physics Curricula. Chemistry (12) A Varian 360-L NMR spectrometer which has been converted to a Fourier Transform instrument has become an integral part of the laboratory experience of students at this institution's Department of Chemistry and Physics. It has enhanced undergraduate student research projects and increased interaction between sections of the Department. It is critical to curriculum development as the Department emphasizes the multidisciplinary and interdisciplinary nature of science. Students from a local community college are provided access to the instrument. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hermann, Christine Walter Jaronski Cindy Burkhardt H. Francis Webster Radford University VA Eileen L. Lewis Standard Grant 37313 7428 SMET 9178 7428 0000099 Other Applications NEC 0088226 June 1, 2001 Benefiting Women Science Students by Incorporating Capillary Electrophoresis Technology into Chemistry Curriculum. Chemistry (12) Hood College, a liberal arts college focusing on the education of women, is introducing capillary electrophoresis (CE) technology into General Chemistry, Analytical Chemistry, and Biological Chemistry courses. The CE applications are being adapted and implemented from the research and educational literature, targeting these applications toward a different audience, our women students. Since the concepts underlying separation techniques are fundamental to research in many areas of science and since capillary electrophoresis is rapidly becoming the separation tool of choice in many modern laboratories, it is important for students to become knowledgeable with this technology. We are incorporating CE separation of caffeine in beverages into our General Chemistry courses and some of these students are using CE separations for their end-of-the-year project. In Analytical Chemistry, students are gaining an understanding of separation parameters through the application of CE technology in the investigation of "real world" problems such as water pollution. In Biological Chemistry, CE is being used to investigate amino acid charge/pH relationships, to sequence a dipeptide, to separate DNA restriction fragments, and to investigate parameters important in protein separations. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Smith, Sharron Kevin Bennett Hood College MD John D. Dwyer Standard Grant 28150 7428 SMET 9178 7428 0000099 Other Applications NEC 0088227 January 1, 2001 Integration of High Field NMR into the Chemistry Curriculum. Chemistry (12) To enrich the current undergraduate science education, NMR will be integrated throughout the chemistry curriculum to engage students majoring in chemistry, biology, neuroscience, and other fields. Students will experience the discovery of scientific inquiry through investigation of molecular structure. Extensive use of NMR will begin early in the organic chemistry sequence and will continue through senior student/faculty research. Most of the laboratory experiments are adapted from J. Chem. Educ. (JCE) articles or NSF-DUE sponsored work. In organic chemistry molecular symmetry and carbon substitution will be introduced early via 13 C NMR and DEPT experiments as reported by Reeves-JCE'98. Stereoisomers and 19 F NMR will be explored according to the combined work of Branz-JCE'85, Piers-JCE'89, and Rojas-DUE-9952633. Homonuclear and heteronuclear correlation, as well as NOESY, spectra will be used to make proton and carbon assignments. These two dimensional experiments will provide hard evidence for spectral assignments in labs, which have suffered from lack of student analysis, see Piers-JCE'91; Mills-JCE'96; Castro-JCE'98; and McDonald, DUE- 9850423. The instrumental methods course will explore magnetic susceptibility and anisotropy, see Arnold-JCE'98. Physical chemistry labs will implement variable temperature NMR studies for kinetics and thermodynamic determinations based on conformational isomers according to Brown-JCE'98 and Dwyer-JCE'98. Mathcad exercises will also be employed to help students understand how the Fourier transform process works. Senior courses in biochemistry and advanced organic will further utilize 2D techniques, plus 31 P NMR, for analysis of gramicidin S and adenosine phosphates, see Lee-JCE'96 and Craik-JCE'91. Student/faculty research projects will likewise benefit from a modern high field NMR. The new instrument will include gradient capabilities to drastically reduce acquisition times and a higher field strength magnet to improve resolution. A broadband probe is essential for several student/faculty research projects. This instrument and the revised curriculum will together help to educate students, excite them about the power of modern NMR spectroscopy, and prepare them for careers in the chemical sciences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Nolen, Ernest John Cochran Roger Rowlett Martha Reynolds G. Richard Geier, III Colgate University NY Elizabeth M. Dorland Standard Grant 186750 7428 SMET 9178 7428 0000099 Other Applications NEC 0088228 June 1, 2001 Enhancing the Chemistry Curriculum with FT-NMR Spectroscopy. Chemistry (12) The Department of Chemistry at St. Mary's College of Maryland is developing a more learner-centered curriculum that is supported by appropriate pedagogical practices and technological tools. Inquiry-based laboratory experiences adapted from both the research and educational literature are viewed as an essential element of this effort. The department has purchased a 300 MHz FT-NMR spectrometer that is being used to support the departments on-going efforts to incorporate inquiry-based laboratory work into the chemistry curriculum. With access to the FT-NMR, additional experiments are enhancing courses where inquiry methods have already been introduced and are allowing the incorporation of inquiry activities into additional courses. The set of inquiry-based experiments in the General Chemistry courses are being modified to include an exploration of atomic structure using the FT-NMR. Inquiry activities using the FT-NMR are also being introduced in the organic, inorganic, and advanced spectroscopy courses. Students are incorporating the use of routine FT-NMR for the characterization of products synthesized in their laboratory work. In subsequent courses, they are using sophisticated techniques such as COSY, DEPT, HETCOR and pulse sequences. As a graduation requirement, all students are now required to complete a year-long student research project, the St. Mary's Project. The FT-NMR is especially useful to many students as they explore various aspects of chemical structure and reactivity. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Koch, Andrew Allan Hovland St Mary's College of Maryland MD Kathleen A. Parson Standard Grant 135610 7428 SMET 9178 7428 0000099 Other Applications NEC 0088236 May 1, 2001 Implementing Studio and Cooperative Learning Models in Mathematics Education. Mathematical Sciences (21) The objective of this project is to reform mathematics instruction at UTPA by adapting cooperative learning models with technology in a studio classroom environment similar to the ones used at California Polytechnic State for Statistics, and at Dickinson College and Kansas State for physics. Mathematics and its Application in Engineering and Science developed at Rensselaer Polytechnic Institute, The Linear Algebra Modules Project developed by Herman, King, Moore, and Pepe, and the Geometry Teachers Activities Kit developed by J. A. Muschla and G. R. Muschla, are implemented in calculus, linear algebra, and geometry respectively. The equipping of two classrooms with computers, software, and other support materials enables faculty to provide a learning environment that emphasizes learning via discovery, exploration of concepts, and visualization. By implementing studio instruction in the gateway courses of calculus, linear algebra, and geometry, the education of pre-service secondary mathematics teachers, mathematics majors and minors, and engineering and science students is effected. Several outcomes are achieved from studio instruction. First there is increased confidence of pre-service mathematics teachers in their use of technology in secondary school classroom instruction. Also, the engineering and science major's ability to apply their mathematics training in their subsequent education is reinforced. And finally, students' understanding of geometric concepts in linear algebra and the ties between linear algebra and geometry are improved. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Taylor, Monty William Watkins Roger Knobel John Bernard University of Texas - Pan American TX Daniel P. Maki Standard Grant 100000 7428 SMET 9178 7428 0000099 Other Applications NEC 0088243 July 1, 2001 Making the Connections: An Integrated Approach to Physical and Inorganic Chemistry Laboratory. Chemistry (12) This project addresses the need to stimulate undergraduate students to build intellectual bridges between different areas of chemistry and to strengthen their critical thinking skills in a modernized integrated laboratory environment. The proposed merger of physical and inorganic chemistry laboratories provides chemistry majors at the institution with the opportunity to learn in an enhanced environment. The merger extends the approach traditionally used in the physical and inorganic lab courses through a series of projects that progressively evolves from the standard "structured" approach to a more open- ended approach in a teamwork-driven, self-motivated atmosphere. The approach stimulates the students to synthesize, integrate, and apply concepts from both areas of chemistry while tackling projects designed to replicate a research environment. The request centers on acquiring a laser system, and computer hardware and software to provide valuable experience for the students in a number of modern spectroscopic and computational methods used in concert with instrumentation and methods currently used in our upper division lab courses. The project directors are adapting and implementing experiments from the literature, and are developing several new projects to be used in the new course. Developing this course and the necessary lab course materials provides information that is useful to other educators. This project addresses the DUE themes of integration of technology in education and faculty development. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Thoemke, John Marie Pomije Minnesota State University, Mankato MN Eileen L. Lewis Standard Grant 25305 7428 SMET 9178 7428 0000099 Other Applications NEC 0088245 December 1, 2000 The Ecology of Global Change: A New Ecology Curriculum. Biological Sciences (61) Anticipating society's need for broadly trained global change scientists and ecologists, the Biology Department at Carleton College has initiated a new multidisciplinary, collaborative ecology curriculum that examines the relationship between organisms and their abiotic environment. Three new laboratory courses in ecosystem ecology, plant physiological ecology, paleoecology, and a nonmajors course in global change biology are being offered to complement existing strengths in population ecology and evolutionary biology. Ecology courses at Carleton place strong emphasis on learning science by doing science. Lectures are supplemented with small-group, collaborative-learning case studies based on primary literature. These case studies focus on exciting and controversial issues in ecology, such as clearcutting, rising CO2 and carbon sinks, the effects of climate warming on vegetation, and the effects of biodiversity on ecosystem function. Two of the lab courses, Ecosystem Ecology and Plant Physiological Ecology, emphasize common themes of carbon cycling, nutrient cycling, and vegetation response to global change. Because ecosystem ecology and plant physiological ecology offer an excellent opportunity for examining these themes at different levels of biological organization, a few key pieces of equipment support both courses and provide Carleton undergraduates with advanced training. Using sophisticated instruments, students practice the scientific method while learning about the importance of ecology and developing an understanding of the issues professional ecologists. Course materials are disseminated through professional journals, at scientific meetings, on Carleton's website and the Case Studies in Science website at SUNY Buffalo. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Camill, Philip Carleton College MN Katherine J. Denniston Standard Grant 81399 7428 SMET 9178 7428 0000099 Other Applications NEC 0088254 December 15, 2000 A Combined Mathematics Laboratory and Classroom Environment. Mathematical Sciences (21) The objectives of the project are to use a laboratory classroom to implement curricular changes in courses taken by pre-service teachers of mathematics. The objectives are achieved by adapting the Calculus, Concepts, Computers, and Cooperative Learning project developed by Ed Dubinsky of Georgia State University. A major outcome of the project is to create an environment that blends technology into the teaching and learning of mathematics. A main component of the project is the construction of a new classroom with laptop computers connected to a university wide server. This laboratory provides the correct properties needed to help achieve the objectives. The laptop computers have a low profile, which helps to maintain a more balanced classroom atmosphere. The project emphasizes integration of technology in education and teacher preparation. From this project pre-service teachers obtain greater exposure to technology in a setting that exemplifies ways that software and collaboration are used to teach mathematics. An ongoing evaluation and dissemination program is fully integrated into the project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Smith, Alexander Michael Penkava Marc Goulet University of Wisconsin-Eau Claire WI Elizabeth Teles Standard Grant 56655 7428 SMET 9178 7428 0000099 Other Applications NEC 0088255 April 15, 2001 Digital and Field Technologies for Coastal Environmental Studies. Earth Systems Science (40) Undergraduate students in science and engineering curricula are frequently bound by disciplines, taught multitudes of reductionist facts endemic to multiple disciplines, and evaluated by competitive measure. Yet they are expected to emerge into professions that function in interdisciplinary, problem-based modes demanding creative and cooperative decisions. Approaching learning in a constructivist, collaborative manner, using Earth system topics of environmental significance, and applying modern as well as traditional technologies for science data acquisition and analysis can offer students a unique opportunity to develop knowledge, attitudes and skills for 21st century careers in science, engineering and technology. This project is developing, offering and assessing a prototype course for use in higher education institutions and field facilities in coastal areas. As an earth systems sciences course it focuses on relationships among elements of the hydrosphere, atmosphere, lithosphere and biosphere of coastal and offshore areas, and it is driven by environmental questions that link the systems with human society. A combination of high-tech tools are employed, such as satellite imagery, datasheets on line, digital models, as well as traditional field technologies for ground truth measurements and supplements to more global datasets. Processes of instruction are based on construction of learning through experiences, collaborative group process and problem-based learning. Alternative assessment will be used to evaluate course outcomes in non-competitive ways. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Fortner, Rosanne Carolyn Merry Ohio State University Research Foundation OH Herbert Levitan Standard Grant 74955 7427 SMET 9178 7427 0000099 Other Applications NEC 0088259 March 15, 2001 Computer-based SuperLab Laboratories in Experimental Psychology. Psychology - Cognitive (73) This is a project to equip 5 multi-use laboratories in experimental psychology. These labs are adopting and adapting commercial "SuperLab" software designed for research and education in psychology, following the lead of many other departments, including departments in research universities, such as Harvard University and the University of Illinois. The labs have been set up using SuperLab as the core, coupled with compatible data acquisition cards from National Instruments, a photometer, and a sound level meter. These labs have allowed our department to integrate technology into a number of psychology courses in sensation, perception and cognition, and are providing a platform for increased student participation in laboratory research experiences and independent research projects. Students are now routinely participating in the design of experiments; stimulus generation, measurement, and control; and the setup and configuration of scientific apparatus used in psychology research in these areas. Student experiments are being supported from three sources. SuperLab LT provides a pool of existing experiments from which to draw. SuperLab software provides the technology and a bibliographic base of published papers (at www.SuperLab.com/papers/) to support adaptations of other experiments for our students. Finally, we are developing new experiments using SuperLab Pro. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Woods, Charles Austin Peay State University TN Myles G. Boylan Standard Grant 13196 7428 SMET 9178 7428 0000099 Other Applications NEC 0088264 January 1, 2001 A Web-Based Mathematics Skill Enhancement Program for College and High School Students. Mathematical Sciences (21) This project is implementing a system delivered through the World Wide Web for strengthening the algebraic and computational skills of students in a large reformed calculus and precalculus program, with an outreach component to help high schools evaluate whether students have the specific algebraic skills needed to succeed in college mathematics while there is time to repair students' individual weaknesses before college. This is being done by adapting high quality practices and materials developed elsewhere, in this case the web-based delivery and grading of mathematics exercises using the eGrade software package developed at the University of Nebraska. This software, originally called Webtests, was designed to handle homework and tests in introductory college mathematics courses. In this project this software is being adapted and used in conjunction with other methods of providing and collecting information through the Internet to deliver all of the following across the web: mathematics skill evaluation materials for use in high schools; algebra review and practice modules for use in college and high school; two complete mathematics courses; and a major gateway skill testing program. The project has the following outcomes: (a) Gateway tests are being offered in a computerized testing center in electronic form, with automatic grading and reporting of scores to instructors and immediate feedback to students. (b) Web-based review materials containing eGrade practice problem sets are being written to accompany the gateway tests, so that students who encounter difficulties can review and practice the material between attempts. (c) Web-based readiness tests are being created that can be used under the guidance of high school mathematics teachers to diagnose weaknesses in the specific algebraic skills needed for introductory college mathematics courses. (d) Two web-based courses are being built around eGrade, an algebra and trigonometry skill course for students not quite ready to take precalculus and a brief precalculus course for students not quite ready to take calculus. (e) Extensions to multivariable calculus are being explored in a pilot activity to study ways to convert some existing Calculus III computer laboratory modules for delivery across the web. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Megginson, Robert Alejandro Uribe Patricia Shure University of Michigan Ann Arbor MI Elizabeth Teles Standard Grant 199761 7428 SMET 9178 7428 0000099 Other Applications NEC 0088268 May 15, 2001 Introduction of Digital Cameras in Biology Laboratories. Biological Sciences (61) A long-standing challenge for biology students has been dealing with complex visual information. In research labs and a few advanced courses, traditional film photography has been the method of choice to deal with these visual images. The complexity and expense of this technique, however, has precluded its use in most biology course at the college and pre-college levels. Recent, profound changes in CCD technology and improvements in computer memory storage promise to change this situation. Consumer digital cameras are now widely available and seem to be following the same evolutionary trend seen for computer scanners: increased quality accompanied by an enormous decline in price. The advent of the USB microcomputer bus, wide availability of e-mail and low-priced CD-RW drives has greatly improved the ability to transfer and store digital images. We predict that these technological trends will allow the routine use of digital cameras in biology laboratories. These devices may become as commonplace as student microscopes. In anticipation of this trend this project is: 1) investigating adapting consumer level digital cameras for use in a wide range of student lab activities including microscopy, anatomy, taxonomy, motion analysis and animal behavior, 2) providing student laboratory groups in undergraduate zoology courses with digital cameras at every lab meeting, 3) providing these students with the means for storing pictorial information in disk format or via their e-mail accounts, 4) observing student behavior and their use of these cameras and, 5) measuring changes in student attitudes and learning as a result of using these devices. This project provides a model by which an existing, evolving technology can become a common part of biology courses at the pre-college and introductory college levels. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Reinking, Larry David Zegers Millersville University PA Terry S. Woodin Standard Grant 12762 7428 SMET 9178 7428 0000099 Other Applications NEC 0088279 December 1, 2000 Hands-On Undergraduate Laboratory in Photonics Using Case Studies and Other Non-Traditional Methodologies. Engineering - Electrical (55) This project is developing a photonics curriculum with a relevant laboratory based on an "industrial model" that implements case studies. The format of the laboratory is being adapted from an existing NSF-supported "empty bench" model. We extend this format to an "industrial model" that reinforces relevance by simulating the industry environment of the case study. This model incorporates problem based learning by requiring student construction of all experiments, links cognitive and skills-based learning by linking labs and lectures, and incorporates photonics technology into instruction while stimulating student interest by giving teams control over purchasing decisions. Novel assessment instruments are being employed to measure effectiveness of this methodology. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Cheville, Richard Kay Bull Oklahoma State University OK Russell L. Pimmel Standard Grant 99599 7428 SMET 9178 7428 0000099 Other Applications NEC 0088282 March 1, 2001 Adaptation of a Unit Operation Laboratory and Simulation Center for Environmental Engineering. Engineering - Civil (54) Representatives from the environmental engineering profession frequently comment that university graduates entering the workforce understand process theory but lack the hands-on experience necessary for a smooth transition into the workplace. The hand-on experience they refer to is a basic working knowledge of the processes used in industry for pollution treatment. At several universities in the US, undergraduate students in Chemical Engineering are given the opportunity to develop a working knowledge of their industry in classes taught at pilot plant facilities operated by the university. The Department of Civil and Environmental Engineering at Michigan Technological University is adapting this hands-on approach to Environmental Engineering education through the implementation of a laboratory with pilot scale environmental treatment systems. The project will be informed by Michigan Tech's own chemical engineering program as well as other programs throughout the country. Undergraduate students taking classes in this Environmental Process Simulation Laboratory (EPSC) are benefiting from this experience in numerous ways including: implementation of the theoretical tools the students learned in previous classes; a better understanding of these theoretical tools; a familiarity with how the real-world treatment unit functions; experience with industrial process controls; an increased knowledge of industrial safety practices; an introduction to pollution prevention strategies; and the experience of working in a multidisciplinary team on a common project. The end result will be students with advanced skills and an improved understanding of the theory and mechanics of treatment processes. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hand, David C. Robert Baillod Christopher Wojick Michigan Technological University MI Kenneth Lee Gentili Standard Grant 99704 7428 SMET 9178 7428 0000099 Other Applications NEC 0088287 September 1, 2000 Implementation of a New Interdisciplinary Environmental Science Curriculum. Interdisciplinary (99) Sweet Briar College (SBC) is implementing a new curriculum leading to the B.S. in Environmental Science (ES). SBC is located on 3,300 acres of diversely used land giving us the potential to develop an extraordinary environmental program. The SBC ES major has depth and breadth in both the life sciences and the physical sciences, requiring intermediate-level courses in biology, chemistry, and mathematics and upper-level courses in environmental science plus at least one other science. Students choose to focus in one of four concentrations. This new curriculum is being adapted from efforts at the Richard Stockton College of New Jersey, Middlebury College, Brown University, and Rollins College, and has features adapted from strong environmental programs at other institutions as well. Four integrated courses are being implemented. These include three new environmental science courses (Advanced Laboratory in Environmental Science, Senior Research in Environmental Science, and Environmental Risk Assessment) and one existing biology course (General Ecology). ES majors are required to take General Ecology and the Advanced Laboratory in Environmental Science, typically in successive years. Risk Assessment and Senior Research in Environmental Science are usually taken during the senior year. This progression gives us an excellent opportunity to coordinate our courses and build on concepts and acquired skills from course to course. Modifications to the General Ecology laboratory: 1) focus on three field systems, each of which illustrates important ecological principles and environmental concepts; 2) introduce long-term field research; and 3) introduce GIS/GPS and weather monitoring technologies. The Advanced Environmental Science Laboratory is an intensive 6-hours-per-week laboratory experience intended to further expose ES majors to hypothesis formulation and testing, data analysis, team-oriented problem solving, and oral and written presentation of results. Students use the sites studied previously during General Ecology along with the terrestrial and aquatic resources of the SBC campus as well as the surrounding central Virginia area. After completing these courses, ES students are prepared to conduct research as part of Senior Research in Environmental Science, a semester-long independent project culminating in the preparation of a paper, a presentation at a college research symposium and, if appropriate, a presentation at a local or regional scientific meeting. Projects are chosen that explore environmental problems using the knowledge and skills acquired from previous coursework. The Environmental Risk Assessment course is a highly-recommended senior elective that shares a philosophy, a focus on technology, and a case history approach with General Ecology and the Advanced Environmental Science Laboratory. Environmental Risk Assessment extensively utilizes the concepts and practical skills emphasized during these two earlier courses and is intended to introduce the student to the practice of risk assessment. The incorporation of advanced technology into this course as a result of this project significantly changes how our undergraduates learn the science and art of assessing risk. This is imperative as environmental risk assessment is increasingly being used in the private and public sectors for decision making and resource allocation. Evaluation of both the courses and the overall curriculum is being conducted. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Orvos, David Linda Fink Sweet Briar College VA Myles G. Boylan Standard Grant 95157 7427 SMET 9178 7427 0000099 Other Applications NEC 0088295 June 1, 2001 Molecular Technology Laboratory, An Undergraduate Course To Modernize the Biology Curriculum. Biological Sciences (61) An understanding of the methods used in molecular biology and their application to other areas of biology is critical to the student graduating with a biology degree. Field biology, population biology, evolutionary and organismal biology, physiology and cellular biology all use molecular techniques. The Biology Department has recognized the need to modernize its curriculum, which traditionally has emphasized field and organismal biology, but lacked instruction focusing on molecular biology. Recently the biology department hired new faculty to fill this void in their curriculum. As a result, two new courses dedicated to molecular technology, a molecular biology lecture course and a molecular laboratory course, are now offered. The Molecular Technology Laboratory course adapts the methods presented in "Unraveling DNA: Molecular Biology for the Laboratory" to the current needs of this open-ended, inquiry based investigative laboratory. The first seven weeks of instruction is devoted to the introduction of standard methods in molecular technology. The remainder of the course is devoted to a project involving the cloning of a gene. Working in teams of 3 or 4, students design and carry out experiments to clone the gene, and then demonstrate that the correct gene has been cloned. At the end of the semester, both written and oral reports are presented. This part of the course is designed to engage students to develop and use problem solving and critical thinking skills. In addition to the revised Molecular Biology curriculum, this project has also lead to the infusion of molecular biology across the curriculum such that students are now introduced to the basic laboratory and molecular biological research techniques as Freshmen and Sophomores that are revisited in Genetics laboratory and ultimately in the Molecular Biology course. Consequently, the introduction of molecular techniques across the curriculum and the development of a sophisticated dedicated molecular biology laboratory has strengthen the whole biology curriculum and improved student performance as they transition to graduate school, professional programs or employment. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Nikaido, Selene Steven Mills Jay Raveill University of Central Missouri MO Jeanne R. Small Standard Grant 99236 7428 SMET 9178 7428 0000099 Other Applications NEC 0088296 January 1, 2001 Integrated Approach to Environmental Chemistry for Tribal College Students. Chemistry (12) This award provided funds to purchase several pieces of equipment for use in the Salish Kootenai College Environmental Laboratory (SKCEL), associated with Salish Kootenai College. This laboratory is providing practical experience for the native American students enrolled in the Environmental Science program as they monitor the environmental quality of tribal lands. The laboratory is adapting research and/or EPA protocols for the analysis of inorganic species and implementing the analyses into various courses. The educational and practical experience of the student is being enhanced by the introduction of modern instrumentation and analytical methodology into these courses. The award is also allowing the Principal Investigator to plan an additional course, Environmental Chemistry I, that will become part of an expanded Environmental Science curriculum. CCLI-ADAPTATION AND IMPLEMENTA TRIBAL COLLEGE & UNIVERS PROGR DUE EHR Stevens, Douglas Salish Kootenai College MT Kathleen A. Parson Standard Grant 46758 7428 1744 SMET 9178 7428 1744 0000099 Other Applications NEC 0088299 March 15, 2001 A Practical SEM-EDS for Undergraduate Education and Research. Interdisciplinary (99) An outstanding environment for undergraduate science requires more than the communication of existing knowledge. It requires faculty to be mentors and role models in stimulating pre-college and undergraduate students in science to explore new frontiers and horizons through their own investigative studies. This project is using an analytical scanning electron microscopic system (SEM-EDS) in a variety of undergraduate courses and independent study, thus providing undergraduates with additional opportunities to develop their analytical skills. Use of this instrument is also engendering interest in science at the pre-college levels in local area schools. After completing a prerequisite Web-based course on microscopic theory and techniques that we have developed, relatively inexperienced students are able to acquire experimental data efficiently and effectively in many diverse and multidisciplinary undergraduate research projects. The project is also adapting the ExCEL model developed at Iowa State University. [See K.P. Constant, et. al., "Extended Classroom for Enhanced Learning!" at www.mse.iastate.edu/excel/main.html.] The value of SEM-EDS in the classroom and field is well documented by ExCEL and elsewhere. [For examples, see (1) K. Burton and D.L. Farkas, "Telemicroscopy - Net Progress," Nature, Vol. 391 (1998) pp. 540-41; and (2) G.E. Sosinsky, T.S. Baker, G. Hand, and M.H. Ellisman, "The Electron Microscopy Outreach Program: A Web-Based Resource for Research and Education, J. Struct. Biol., Vol. 125 (1999) pp. 246-252.] Viewed from a broader perspective, this project builds on our established and successful undergraduate research program that has led to a growing number of student presentations at off-campus events, some student publications, and most importantly, to greatly enhanced opportunities for JSU graduates to pursue graduate study. Collaborative student/faculty research is being disseminated through student presentations and/or publication in recognized journals. Dissemination of the educational value of using a SEM is being carried out through several "expeditionary learning events" that include science workshops sponsored by the Alabama Science in Motion/Biology, and a Web page promoting "Scientific Inquiry Through SEM-EDS." CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Blair, Benjie William Bowen Frank Romano Jan Gryko Kelly Gregg Jacksonville State University AL Myles G. Boylan Standard Grant 89179 7428 SMET 9178 7428 0000099 Other Applications NEC 0088301 June 1, 2001 Improving Student Understanding and Retention through Investigative Laboratories in Biotechnology. Biological Sciences (61) . While the techniques of biotechnology have become quite standard, the application of biotechnology to solve "real world" problems is widely diverse and sophisticated. Unfortunately, the exposure most students have to biotechnology during their academic career is largely theoretical and is incorporated into lecture courses rather than laboratory courses. Those techniques that are taught in laboratories tend to be routine and lack connection to contemporary research topics of interest to students. This project is focused on adapting the techniques of biotechnology to the special needs of agricultural biology and wildlife management. The animal science curriculum will be expanded to include investigative, hands-on laboratories centered around wildlife management, animal tracking, selective breeding, pathology and disease, clinical animal pathology, small animal management, and dairy and livestock improvement. The establishment of a student molecular biology laboratory will also increase the number of students participating in laboratory courses taught in collaboration with Thomas Jefferson University and researchers from the Thomas Jefferson Center for Biomedical Research located on the Delaware Valley College campus. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Fortier, Gary Delaware Valley College PA Katherine J. Denniston Standard Grant 36719 7428 SMET 9178 7428 0000099 Other Applications NEC 0088303 April 1, 2001 Collaborative Research: Developing and Implementing Just-in-Time-Teaching (JiTT) Techniques in the Principles of Economics Course. Economics (82) In recent years there has been growing concern that economics is lagging behind other disciplines in implementing instructional innovations that actively engage students in the learning process. In response, this project is adapting Just- in- Time Teaching (JiTT) techniques originally developed for physics education for use in introductory economics courses. JiTT techniques combine the use of Web- based exercises with active- learning pedagogy to provide a dynamic learning environment that makes students collaborators in the learning process. [See Gregor Novak, E. Patterson, A. Gavrin, and W. Christian, "Just-in-Time Teaching: Blending Active Learning with Web Technology," Prentice Hall, 1999.] Students complete exercises on the Web and turn them in a few hours before class; faculty then organize the classroom session around students' responses just prior to class. Excerpts from students' submissions are presented during the class as the basis for lecture topics and are also used to develop collaborative exercises that teams of students work on during classroom sessions. This two- pronged approach leads to better student preparation for class, greater participation in classroom discussion, instantaneous feedback for instructors, and improved student study habits. We are building a model for JiTT application in a traditional Principles of Economics sequence that features 25 modules of lecture/ discussion topics, warm- up exercises, economic puzzles, and collaborative in- class activities. By implementing JiTT techniques in introductory economics courses we hope to achieve four related objectives: (1) improving learning in undergraduate economics courses through increased emphasis on active- student learning activities, (2) developing effective strategies for integrating use of the Web in an active- student learning environment, (3) increasing the academic success of minority students in economics, and (4) fostering changes in teaching practices in economics. The development, implementation, evaluation, and dissemination of JiTT materials for introductory economics courses is being carried out by experienced faculty members at Glendale Community College (GCC) and North Carolina A&T State University (NCAT), institutions serving unique educational missions and diverse student populations. In addition to developing JiTT materials for classroom use and testing the effectiveness of JiTT techniques in our classes, we are in the process of developing a JiTT in Economics Web site at NCAT. The Web site will eventually include a description of the JiTT strategy, links to JiTT use elsewhere, a complete compilation of the 25 modules we develop, workshop presentations, and our research findings and recommendations. To encourage broader adoption of JiTT strategies in economics, we are publicizing the materials on this Web site and presenting our findings through presentations at workshops and professional meetings, as well as through economic education listservs to which we belong. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Simkins, Scott North Carolina Agricultural & Technical State University NC Myles G. Boylan Standard Grant 79940 7428 SMET 9178 7428 0000099 Other Applications NEC 0088304 April 15, 2001 PsychExperiments: Expanding and Training the User-Developer Community. (7x) "PsychExperiments" is an online psychology laboratory that offers research opportunities to undergraduates and their instructors. It is now established as a valuable educational resource used by 141 classrooms in the U.S., Canada, and abroad. Based at the University of Mississippi, the site has been featured in two articles in the American Psychological Association's APA Monitor, one article in the American Psychological Society's APS Observer, and has been awarded first-place in the Learning Software Design Competition (non-profit division) hosted by the University of Minnesota. Due to growing use in the United Kingdom, the University of Edinburgh has asked to mirror the site to provide more convenient and economical access. One major benefit of PsychExperiments is that it serves as a replacement or supplement for department-maintained laboratory facilities, thus freeing departments from some of the costs in maintaining computers and software for laboratory student use. This makes it possible for even the most poorly funded 4-year institutions, along with junior colleges and even some high schools to offer quality research experiences. Typical use of the site begins with an instructor asking students to participate in one of the experiments at the site using any Internet-connected computer. Students subsequently download the data they have generated (along with additional data from other classes when one's own class size is too small for meaningful analysis), which they analyze on their own or with the site-provided Excel macros. When students have access to a multi-computer lab, the whole process of research participation, data download and analysis can be completed within 20 to 30 minutes, depending on the experiment, which leaves ample class time for discussing the results and their implications. The technology that serves laboratory class requirements also serves the needs of student and professional researchers who wish to take advantage of web-samples or simply the convenience of off-site data collection. Hence PsychExperiments hosts student and professional research experiments along with laboratory experiments. Furthermore, by serving as an open laboratory, PsychExperiments serves to build community among the group of researchers and instructors who have participated in building the site. This project is continuing to improve and disseminate the collection of PsychExperiments and the prototype. The project consists of three components: (1) dissemination by visits to regional campuses and conventions, (2) enlarging the contributor core through developing training materials to supplement or supplant workshop-based training (a package of multimedia instructional material that will assist faculty and students in creating new experiments), and (3) continued site development and innovation. We estimate that the measurable results of these efforts will by project's end increase the user base from the Spring 2000 level of 141 classrooms to at least 1000 classrooms, and increase the number of trained contributors from 30 to a minimum of 60. Ancillary goals are expanding the pedagogical focus of PsychExperiments to social and developmental psychology and incorporating technological improvements that are making PsychExperiments more useful, attractive, and engaging. EXP PROG TO STIM COMP RES CCLI-EDUCATIONAL MATERIALS DEV DUE EHR McGraw, Kenneth Mark Tew University of Mississippi MS Myles G. Boylan Standard Grant 141870 9150 7427 SMET 9178 9150 7427 0000099 Other Applications NEC 0088307 February 1, 2001 Biochemical, Organic, Physical, Analytical, and Inorganic Mass Spectrometry. Chemistry (12) Teaching through research is a guiding principle in the institution's NSF-AIRE recognized program. A requested ion trap mass spectrometer with electrospray and atmospheric pressure chemical ionization interfaces (LC/MS) prepares the students at this institution to be creative, independent, and well-trained scientists. This instrument provides a novel linkage and enhancement of the full chemistry curriculum using experiments some of which are adapted from standard literature. Mass spectrometry is used in general chemistry for characterization of transition metal complexes. In organic chemistry students do natural products isolation and structure characterization. In physical chemistry proton affinities in gas phase and solution are studied. In Instrumental Analysis the fundamentals of the ionization and mass analysis processes are discussed. Biochemistry students use LC/MS in protein sequencing. These LC/MS-enhanced curricular components allow the introduction of exciting and important new approaches to chemistry, including combinatorial chemistry, solid-phase synthesis, and computer aided molecular design. The program in combinatorial chemistry links the Organic, Physical, Instrumental, and Biochemistry courses to map the active site of the proteolytic enzyme papain. Students in the Organic Chemistry course use solid-phase synthesis to make resin-bound combinatorial mixtures of papain substrates. These mixtures are analyzed in Instrumental Analysis for structure and purity, and in Biochemistry in a kinetic assay. The results of the papain assay are used for QSAR and receptor modeling studies in Physical Chemistry. Beyond curricular developments, the instrument is used to significantly enhance student/faculty research opportunities. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Shattuck, Thomas Bradford Mundy Stephen Dunham Dasan Thamattoor Shari Dunham Colby College ME Iraj B. Nejad Standard Grant 92561 7428 SMET 9178 7428 0000099 Other Applications NEC 0088314 January 1, 2001 A Green Program in Extraction and Separation Chemistry for Incorporation into the Undergraduate Curriculum. Chemistry (12) A sequence of laboratory experiments is being developed which introduce environmentally responsible techniques of chemical separations and extractions into the undergraduate laboratory curriculum. These laboratory experiments form an integral component of a green laboratory curriculum in chemistry being developed with advice and participation from local government agencies. The project adapts experiments from physical chemistry and analytical chemistry laboratory texts and from the Journal of Chemical Education, and adapts methodology being developed by Lane Regional Air Pollution Authority or the EPA. The goals of the new curriculum are (1) to prepare chemistry majors for a changing emphasis in the chemical industry in which waste management at the source plays an ever more important role in chemical processes and (2) to train chemistry students and others in the analysis of environmentally important field samples such as air and ground water. The laboratory course constitutes an essential component of the new program since it exposes chemistry majors to cutting edge issues in extraction and separation using state of the art instrumentation in an area not traditionally covered in undergraduate chemistry curricula. Students are introduced to green chemistry as they make use of (1) instrumentation to provide cutting- edge analytical techniques such as supercritical fluid chromatography as well as more conventional HPLC capability, (2) facilities for measurements of the physical and chemical properties of environmentally friendly solvents as they pass through the critical point, and (3) a GC/ MS station for use in environmental monitoring and organic analysis. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Engelking, Paul John Hardwick University of Oregon Eugene OR Susan H. Hixson Standard Grant 67783 7428 SMET 9178 7428 0000099 Other Applications NEC 0088315 January 1, 2001 Integration of Design and Manufacturing in Undergraduate Engineering Courses. Engineering - Mechanical (56) In this project, concepts of engineering graphics, mechanical design, numerical simulation, rapid prototyping and product testing are integrated in project experiences performed by interdepartmental teams of sophomores, juniors and seniors. The project also provides faculty development in the area of interdisciplinary teaming leading to improved integration of engineering courses. The project includes acquisition and installation of an abrasive waterjet machine tool and a three dimensional printer, both of which can easily import CAD designs for the manufacture of prototype parts. The use of these systems is integrated into interdepartmental team projects in several courses in Mechanical and Industrial/Manufacturing Engineering. This project represents an adaptation of several recent NSF supported projects investigating the use of rapid prototyping technologies in undergraduate courses. By integrating the use of these technologies with multidisciplinary team projects involving prototype design, analysis, manufacturing and testing, students experience concurrent engineering and the product realization process. The project assessment is performed by a committee of administrators, faculty, students and industrial representatives who review the project assignments, samples of student work, results of student questionnaires and feedback from course instructors. Several documents are being developed including an overview of project activities, examples of assignments, tutorials for the use of the prototyping software and hardware, and examples of student work. Internal dissemination includes sharing of course materials, faculty development enrichment seminars and laboratory demonstrations. Dissemination to other institutions includes distribution of project documents via a project web page, presentations at conferences, and publications in educational journals. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Taggart, David William Palm Brent Stucker University of Rhode Island RI Rogers E. Salters Standard Grant 106962 7428 SMET 9178 7428 0000099 Other Applications NEC 0088318 June 1, 2001 Connecting Research and Teaching with Inquiry-Based Biology Laboratories. Biological Sciences (61) Our first- year Biology laboratory is being revised significantly by adapting and implementing "A Computer- Based Laboratory for Teaching Investigative Research in Physiology" (A. M. Smith, NSF- DUE award #9650721). This program uses computers connected to instrumentation for laboratories conducted in an inquiry- based framework. Our adaptation of this approach is to make an explicit link to a faculty research program( s) during each lab investigation. Each laboratory is designed around investigation of a central biological principle. Students are given the time and latitude to design experiments, collect, and analyze data related to understanding that principle and to compare this data to that generated in faculty research laboratories. In redesigning these labs, we are working toward the following goals:1) Increased "biological literacy" among our students, 2) Increased understanding of Science as a Process, 3) Improved student attitudes toward Biology, 4) Increased retention of Biology majors, and 5) Modeling of Inquiry- Based Learning for science education majors. Principles of Biology is a two- semester introductory biology sequence for majors that also enrolls a significant contingent of science education majors. The PI and Co- PI have recently been trained in Inquiry- Based pedagogies through participation in F. I. R. S. T.( Faculty Institutes for Reforming Science Teaching through field stations, NSF award # 9752713). As a result, we have completely changed how we teach our sections of the Principles lecture, from a lecture format to an inquiry- based/ cooperative learning format. Our preliminary data and anecdotal feedback from students convinced us that this style of teaching is effective and exciting for both faculty and students. This project applies these innovative pedagogical techniques to the laboratory. The infusion of faculty research into the student laboratory classes also feeds our growing undergraduate research program by advertising faculty research to students and by including students in faculty research projects from the beginning of their undergraduate careers. Assessment is under the guidance of a national expert, Dr. Ebert- May, Director of the Lyman Briggs School at Michigan State Univ. Assessment is rigorous, tied to the project's goals, and is both formative and summative. It is our long- term goal to provide Inquiry- Based Learning for every science major at the University of Akron. TEACHER PREPARATION PROGRAM DUE EHR Londraville, Richard Peter Niewiarowski University of Akron OH Terry S. Woodin Standard Grant 99979 7348 SMET 9178 7428 0000099 Other Applications NEC 0088319 January 1, 2001 Creation of Artificial Intelligence Laboratory. Interdisciplinary (99) Recently much of the interesting research in artificial intelligence has involved mobile robotics and artificial life. Whether the resulting "creatures" are real (as with mobile robots) or virtual (as with artificial life), it is becoming increasingly clear that apparently intelligent behavior emerges most naturally out of the interactions between a creature and a complex environment. Consequently, research in these areas of artificial intelligence draws on electrical and mechanical engineering, computer science, and psychology, as well as biology and philosophy. Both mobile robotics and artificial life have proven to be highly effective at engaging students in hands-on, collaborative learning about a topic that is inherently interdisciplinary. The use of mobile robots in classrooms includes the Autonomous LEGO Robotics Course at Case Western Reserve University (See eecs.cwru.edu/courses/lego375), an Artificial Intelligence Course at Bryn Mawr (see mainline.brynmawr.edu/courses/cs372/fall98), a Robotics Course at Swarthmore College (See palantir.swarthmore.edu/~Maxwell/classes/e28), and many others. Similarly, artificial life and genetic algorithms have been successful in undergraduate courses recently. Examples are Emergence, Evolution, and Life at Reed College (see reed.edu/~mab/courses/mals555), Artificial Life Course at Cal Tech (see krl.caltech.edu/~charles/cns175), and Topics in Genetic Algorithms Course at the University of New Mexico (see cs.unm.edu/~forrest/ga-class/syllabus.html). These topics have also been used successfully in classes across the Scientific and Philosophical Studies of Mind (SPM) curriculum at Franklin & Marshall College (F&M). This project is expanding the current artificial intelligence offerings by implementing, over a three-year period, an artificial intelligence laboratory as a crucial component of the SPM curriculum. The new lab is equipped with 5 iMac computers for running various artificial life and mobile robotics experiments; HandyBoard robot controllers, sensors, and Lego pieces for building 5 additional mobile robots; and software (StarLOGO, CodeWarrior, Brainwave, and InteractiveC) to compile and upload programs to the robot controllers as well as to run artificial life simulations. During the first year of the grant, the PIs are building the necessary sensors and interface boards to create 5 new robot kits as well as to upgrade 5 existing robot kits, and adapt artificial life resources developed elsewhere to the kind of non-UNIX computing environment available at F&M. During the second year, they will integrate mobile robotics with artificial life (in particular genetic algorithms) so as to enable the robots to learn how to respond appropriately to their environments. During the third year, they will refine these implementation of robot learning so as to devise demonstrations and experiments for upper-level artificial intelligence courses in the SPM curriculum. Moreover, during the second and third years, the PIs will reassess the lab in light of student feedback and retool it where necessary. The result is that activities in the lab will allow students to develop conceptual understanding of self-organization, emergence, evolution, embodiment and the neural basis of intelligence, and practical abilities in engineering, robotics and computer programming. Indeed, given the limited resources of a liberal arts college like F&M, creating opportunities for this kind of hands-on, engineering experience is not possible without being linked in this way to fundamental components of a liberal arts education like philosophy, psychology and biology. Moreover, the lab will foster increased interdisciplinary connections among the Psychology, Philosophy, Computer Science, and Physics Departments, both affecting faculty development and increasing substantially the inter-disciplinary content of relevant courses. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Chemero, Anthony Bennett Helm Franklin and Marshall College PA Myles G. Boylan Standard Grant 54620 7428 SMET 9178 7428 0000099 Other Applications NEC 0088320 January 1, 2001 Thematic Inquiry-Based Laboratories Across the Biology Curriculum. Biological Sciences (61) The Biology Department is implementing a new core curriculum for biology majors consisting of four laboratory courses; 1) Fundamental Processes of Organisms, 2) Evolution and Ecology, 3) Cell and Molecular Biology, and 4) Genetics and Development. These courses replace five required courses, two of which did not have laboratories and only one of which had an experimentally-based laboratory. Laboratories in the new courses include a combination of traditional and inquiry- based exercises. Cutting across the new courses are three, multi- week, thematic, inquiry- based laboratories on microbes, plants and animals that are based on research expertise within the Department. By developing a set of research themes in the core courses students are able to see the strong link between research and education, and are better prepared to conduct research in upper- level courses. Our approach in the inquiry- based laboratories is to have small groups of students first learn about an organism or a process and any technical skills associated with the experimental system or mode of observation. Students then develop hypotheses, conduct experiments or observations, and complete the scientific method including presentation of findings to peers via posters, oral presentations or the Internet. The purchase of technologically-sophisticated equipment allows us to fundamentally improve the content and the means of delivery of the required curriculum. These courses engage students in using the process of science to explore scientific concepts, enhance learning through collaborative experiences, and develop a learning community. The development of student skills in problem solving, analytical methods, scientific writing and the use of computers also better prepares them for upper- level courses and careers in the biological sciences. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Monroe, Jonathan Carol Hurney James Madison University VA Jeanne R. Small Standard Grant 210514 7428 SMET 9178 7428 0000099 Other Applications NEC 0088327 August 1, 2001 Integrating Histological Techniques into the Science Curriculum. Biological Sciences (61) We are creating an Integrated Histology Laboratory (IHL) that provides hands-on histology experiences for undergraduates majoring in biology, chemistry, environmental science, and science education, as well as those involved in faculty-directed, student research. The IHL includes a JB-microtome and related equipment, a vacuum oven, and fume absorbers. The IHL allows the Biology and Chemistry Departments to further increase student training in the process of science, gives students experiences with modern histological technology, and promote scientific collaboration. Exercises in our organismal courses and some of our senior-level capstone courses are being re-designed to take advantage of the pedagogic opportunities created by the IHL to develop laboratory skills and improve critical thinking. In the Biology Introductory Sequence, students currently use prepared histological slides to understand the relationship of structure and function in a diversity of organisms. Based on that foundation, students in Biology, Chemistry, Environmental Science and Teacher Education are being introduced to the techniques of modern histological analysis and their utility in exploring topics as diverse as mechanisms regulating organismal development to ecotoxicology. At the Senior level, students are expected to conduct independent research projects as part of courses and faculty-mentored research. The projects uses as a foundation an NSF-funded project carried out by the Biological Sciences Curriculum Study (BSCS) group. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Kot, Mary Michael Moore Ann Massey Mercer University GA Terry S. Woodin Standard Grant 15578 7428 SMET 9178 7428 0000099 Other Applications NEC 0088328 September 15, 2000 An Active Learning Environment for Introductory Physics. Physics (13) The Physics Department is restructuring its introductory physics classes. This Interactive Physics Classroom Project promotes conceptual understanding through enhanced student interaction within the traditional laboratory and lecture structure by adapting and implementing three nationally-recognized educational practices that have been demonstrated to be more effective than traditional instructional strategies. (1) The project is integrating Sokoloff, Laws, and Thornton's RealTime Physics into the introductory algebra- and calculus-based laboratories to create inquiry-based Microcomputer-Based Laboratories (MBL)s. (2) MBLs are also being integrated into the lectures, adapting Thornton and Sokolov's Interactive Lecture Demonstrations to provide a bridge to the laboratory work. (3) Our current implementation of Mazur's Peer Instruction is being expanded to additional class sections and enhanced with a ClassTalk-style response system. These improvements provide a broad range of science students (approximately 1,800 per year) with a rich learning environment based on active peer-based engagement. These advances are extremely well suited for helping students to adapt to the increasingly technology- oriented world. Evaluation of the program is being done throughout the project period using standard testing instruments, surveys, and interviews. Results are providing on-going feedback for the program participants and are also being disseminated to the general physics and education communities through publications, conferences, and the web. Additionally, to have the broadest impact on the diverse South Florida community, several workshops per year are being held to describe the techniques. Participants are from the local university and community college faculty, as well as high school physics teachers who are in the position to influence potential college students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Kramer, Laird Stephan Mintz Richard Bone Yesim Darici Florida International University FL Duncan E. McBride Standard Grant 55140 7428 SMET 9178 7428 0000099 Other Applications NEC 0088331 April 15, 2001 Introductory Physics Laboratotries for Nonphysics Students. Physics (13) The laboratory part of an introductory physics class can help the students gain a better understanding of basic physical concepts and how these concepts are described mathematically. This project is revising the laboratories for the first- semester course for students who do not plan on going into the physical sciences or engineering to better accomplish these goals. It is adapting major parts of the Real Time Physics laboratories for students at the College. In these laboratories the data are displayed graphically on a computer while they are being taken, and this allows the students to make a mental connection between what is going on in the experiment and its mathematical description. This makes the course a more enjoyable and profitable one for the students and leads to lower attrition rates. While the Real Time Physics laboratories are very good, there is still room for improvement. The project is introducing topics which are not covered in these laboratories, such as elementary error analysis, and additional exercises which enable the students to better understand the physics of the experiment. The project is based on success with these improvements in another physics class which is taught at Hunter College. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hillery, Mark Ying-chih Chen CUNY Hunter College NY Duncan E. McBride Standard Grant 33038 7428 SMET 9178 7428 0000099 Other Applications NEC 0088333 January 1, 2001 Implementing Experiential Learning In Biomedical Engineering. Engineering - Other (59) This project is implementing active, experiential- based learning to improve the education of biomedical engineers at Tulane University. Undergraduate curricular modifications are based upon Kolb's learning cycle, which encourages peer interactions, engages multiple learning styles, and promotes a deep understanding of course material. The project encompasses the entire learning cycle within a large set of basic- to- advanced undergraduate biomedical engineering courses, thereby increasing students' capacity to learn complex, interdisciplinary biomedical engineering material. Classroom and laboratory instruction are linked through eight new or substantially- revised courses that span the undergraduate curriculum. These courses combine theory with bench- top and computational laboratory experiences so as to build students' intuition of physical and physiological processes. In addition, a core set of courses that "bridge" from science, math and engineering fundamentals to biomedical engineering applications has been developed to foster the progression from the study of traditional engineering to that of Biomedical Engineering. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gaver, Donald Richard Hart Kay C Dee Edgar O'Neal Tulane University LA Russell L. Pimmel Standard Grant 198807 7428 SMET 9178 7428 0000099 Other Applications NEC 0088337 January 1, 2001 Implementing Active Learning Strategies into the Undergraduate Chemistry Laboratory Curriculum. Chemistry (12) Cooperative learning, guided inquiry, and problem-based learning strategies are introduced into the upper-level chemistry lab courses starting the analytical chemistry lab course. Experiments using low-cost PC-driven UV-visible spectrometers, a spectrofluorometer, and a capillatry electrophoresis instrument are adapted from standard literature and implemented using a guided-inquiry and project-oriented instructional format. Program effectiveness is assessed through a process using external evaluators as well as through student group self-assessment and exit questionnaire forms. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Yamaguchi, Kenneth New Jersey City University NJ Iraj B. Nejad Standard Grant 78450 7428 SMET 9178 7428 0000099 Other Applications NEC 0088342 June 1, 2001 The Use of Research Data to Teach Critical Thinking in the Classroom. Psychology - Cognitive (73) In order to teach students psychology, it is essential to provide them with opportunities to measure and analyze real samples of behavior. In this proof of concept project, we are exploring the use of new technology, namely DVD recordings, to bring behavior samples into developmental psychology courses in a more efficient and structured way than has typically been done in undergraduate psychology classes. Through contacts with researchers in child development, we are obtaining copies of videotaped experimental sessions, and transcribing them on DVDs for ease of use and presentation in the classroom. This project includes three components: (1) technical demonstration of editing, compressing, and transferring laboratory segments of developmental research sessions to DVD with a quality acceptable for use in the classroom; (2) obtaining subject and investigator releases in accordance with intellectual-property and privacy issues that will allow us to expand the project for full development; and (3) obtaining reliable data demonstrating effective educational use of this new format for delivering examples of behavior during standard classes. Although our work in this project is focused primarily on issues in developmental psychology, the considerations we address are general; they could deal equally well with many instructional topics. A critical aspect of this process is depicting a range of behaviors ranging from normal to a variety of abnormal developmental patterns. This is facilitating improved learning by students because they are more fully able to understand the range of behaviors that one sees in studying a particular aspect of development. Psychological research on learning and memory has shown that the greater the range of examples portrayed, the better able students/learners are at generalizing what they learn to new circumstances. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR McDonough, Laraine Louise Hainline CUNY Brooklyn College NY Myles G. Boylan Standard Grant 74992 7427 SMET 9178 7427 0000099 Other Applications NEC 0088343 June 15, 2001 Implementation of Field-Based Course Work in Environmental Geophysics in an Urban Minority Institution. Earth Systems Science (40) Recent trends in science education have emphasized the active engagement of students in learning. In geophysics, this has led to increased emphasis on field courses, especially in the area of environmental geophysics, where employment opportunities are the greatest for new graduates. In this project we are adapting and implementing proven field methods for a new environmental geophysics field course for undergraduate earth systems science majors at The City College of New York. This course is being modeled after published descriptions of those already taught at Smith College, Boston College, and Arizona State University. In addition to geophysical concepts and the use of geophysical equipment, the new course stresses teamwork and engages students in surveys at realistic urban sites. The new equipment purchased for this project, a ground conductivity meter and an Overhauser Magnetometer (and related software), are also being used by undergraduates enrolled in City College's new Environmental Project course. This course is required for all earth systems science majors and involves a semester-long research project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Kenyon, Patricia CUNY City College NY Myles G. Boylan Standard Grant 25308 7428 SMET 9178 7427 0000099 Other Applications NEC 0088355 April 15, 2001 Enhancing the Scientific Awareness (Literacy) of Non-science Majors via an Interdisciplinary Physical Science Course. Interdisciplinary (99) Chemistry, physics, and education faculty are engaged in designing, developing, and pilot testing a physical science course that is designed to enhance the scientific awareness of nonscience majors. This is being done in a three cycle iterative process where each cycle ends with assessment leading to subsequent improvements. Currently the university required curriculum for non-science majors does not provide direct experiences with the methods and processes of science. This developing course is providing an undergraduate science experience that is inquiry-based and content-relevant to students' personal experiences. This is being accomplished by including materials that are contextually familiar and potentially interesting to Michigan students. Students taking the new course are learning the scientific approach to problem solving -- a process that requires basing opinions on facts and observable evidence. Use of peer learning groups in active-learning classroom activities and computer laboratory study are part of the course design. We expect this pedagogical design will prove effective in improving critical thinking and communication skills. The course is also teaching methods for locating information on scientific topics and for understanding and interpreting scientific data. The course is constructed around three modules -- the science of everyday life, science of the microscopic world, and the earth and beyond. These choices are making extensive use of modules developed by two NSF Chemistry Initiatives known as Modular Chemistry and ChemLinks. Each module area is being developed with some flexibility. Eventually there will be a minimum of two alternative module implementations developed in each module area to provide flexibility of choice for the many faculty who are (or soon will be) teaching it. This project is also adapting materials from the textbook "Physical Science" by J. Faughn, R. Chang, and J. Turk (Fort Worth, Texas: Saunders College Publishing, 1995), from "Workshop Science: Exploring Nature Through Active Learning," by S. Franklin, D. Jackson, and P. Laws, AAPT Spring Meeting, Lincoln, NE (1998), the Integrated Science Program at Cal State - Chico (R. Lederer, "A Problem Solving, Simulation, and Teamwork Approach to Teaching Integrated Science, being developed under a 1997 NSF grant), and the general education program at UCLA (www.college.ucla.edu/ge/). A systematic effort will be made to identify and recruit future secondary science teachers from students entering the university, particularly those who enter with an undecided career. Project products will include modified ChemLinks/ ModularChem modules, assessment tools to measuring levels of scientific awareness, and a workshop for training faculty and teaching assistants in the teaching and assessment methodologies used in this course. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Russell, Joel Dagmar Cronn James Quinn Rao Bidthanapally Oakland University MI Herbert H. Richtol Standard Grant 95415 7428 SMET 9178 7428 0000099 Other Applications NEC 0088357 February 1, 2001 Improving Undergraduate Laboratory Experiences by Using Problem-Based Learning for GC/MS Experiments. Chemistry (12) A gas chromatograph/ mass spectrometer (GC/ MS) is used to expand and enhance laboratory experiences in organic, instrumental, environmental and physical chemistry laboratory courses as well as in undergraduate research projects. A series of original problem- based experiments and experiments adapted from the literature increase in complexity as students progress from organic through physical chemistry laboratory courses. The experiments vary in the amount of procedural detail provided to the students. Initially, complete procedures are provided. In upper level experiments, a problem- based approach is taken where students are presented a problem and required to research the literature, develop a method for analysis and work as a team to obtain a solution. This approach develops independent problem-solving skills needed to address the many complex analytical issues facing society. Where appropriate, experiments are related to current real-life problems, such as environmental and energy-related issues. The rationale for this approach is that students become more interested and excited about laboratory experiments if they can relate their assignments to current industrial practices rather than performing cookbook-type experiments. This redirection in laboratory experiences equips graduates to meet the challenges of industry and graduate schools. In addition, this project provides future middle school and high school teachers in the institution's chemistry education program with examples of discovery-based learning topics related to environmental issues. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Baird, Michael Norman Duffy Wheeling Jesuit University WV Kathleen A. Parson Standard Grant 49901 7428 SMET 9178 7428 0000099 Other Applications NEC 0088360 June 1, 2001 Illumination Engineering Systems: A Laboratory-Based Course. Engineering - Electrical (55) The prototype product of this project is a pilot course that integrates lighting design software simulations with qualitative photometric measurement experiments. The course includes a self-consistent data base of computer simulation software, photometric measurement & data evaluation capability, and associated instruction. The course material is formatted so that other educational institutions can remotely access, via the Internet, the physical execution of the experiments and interact in real time as an integral extension of the Cal Poly Pomona laboratories. The pedagogical benefit is two fold. First, any educational institution at any location is potentially capable, through conventional internet access, to offer lighting courses that include the latest comprehensive laboratory capabilities without having to invest in creating their own facilities. Second, there is an expanding trend in education to emphasize computer simulations with diminished attention on physical experience and qualitative verification of actual applications. However, in fields of engineering and science one must ultimately know how to physically construct, test, and use a real product. This course provides an example of the use of computer software while demonstrating its appropriate integration with physical reality. The effectiveness of the approach and format developed for offering this course is assessed by a formal proofing and upgrading process conducted by participating faculty both at Cal Poly Pomona and pier faculty at other schools. Cal Poly Pomona has an established working relationship with several other schools that have varying types of lighting education programs. A designated committee of faculty from these schools are identified to participate in the program. As material is developed it will be distributed to them for critique and recommendations, as well as soliciting their contributions to the material development. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Smith, Richard Marvin Abrams Hofu Wu Cal Poly Pomona Foundation, Inc. CA Russell L. Pimmel Standard Grant 74650 7427 SMET 9178 7427 0000099 Other Applications NEC 0088361 May 1, 2001 A Web-Based Hands-on Electronics Laboratory. Engineering - Electrical (55) In this project, a novel Remote Wiring and Measurement Laboratory (RwmLab) allows students to wire up physical electrical and electronics circuits and perform real measurements through internet access. In this way, students gain hands-on experience in a real-world laboratory environment. This work builds from several recent remote-access laboratory projects in Chemistry that received NSF support. The RwmLab acts as a local multi- circuit board on a common distributed panel. A 16- bit data acquisition, data processing and analysis, and graphical unit interface enabled device characterizes the RwmLab. The multi circuit board contains various electronic components such as Power Supplies (AC & DC), Resistors, Capacitors, Inductors, Transformers, Diodes (including Zener), Transistors (including BJT, MOSFET, & JFET), and Op- amps. The 16- bit enabled device allows the connectivity and control of these embedded electronics devices. A data acquisition interface allows measurements to be made at important nodes. The data collected at the nodes are then processed at the host computer. The laboratory is set up in such a way that the student can see what he/ she is wiring on the host PC. All activities are PC- based and therefore the student has total control over the process of performing his/her experiment without relying on any structured steps already pre-designed. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Asumadu, Johnson Ralph Tanner Western Michigan University MI Russell L. Pimmel Standard Grant 139045 7428 SMET 9178 7428 0000099 Other Applications NEC 0088365 May 1, 2001 Incorporating Exemplary Practices into an Interdisciplinary Environmental Science Course for Non-Science Majors. Interdisciplinary (99) This project is developing a new, two-semester course intended to serve as a foundation for a new environmental literacy minor and a new interdisciplinary environmental studies major at Trinity College. This course, The Science of Environmental Change in the 21st Century, is being designed to become a science laboratory course for many of our pre-service teachers. The goal of this course is to provide non-science majors with the basic interdisciplinary science background needed to understand both global, regional, and local environmental problems. To accomplish this we are adapting and using components of problem-based learning (PBL), discovery-based learning (DBL), and undergraduate research that have been successfully employed at other institutions. We are incorporating cooperative, student-based learning (one component of PBL) by emulating the approach used at the University of Delaware, where Dr. Harold White uses cooperative learning in chemistry and Dr. Deborah Allen uses peer-tutoring in biology. Another component of PBL is using relevant issues to introduce non-science majors to the scientific method and content. To accomplish this, we are adapting the model used in the American Chemical Society textbook, Chemistry in Context, by using current environmental issues as vehicles for students to learn important concepts in biology, chemistry, and physics. In addition, we are adapting examples of issues in environmental justice used Dr. Janan Hayes of Merced College, Dr. Patricia Perez of Mount San Antonio College, and Dr. Barbara Tewksbury of Hamilton College who report that these are of particular interest to women and minority students. We also are adapting and implementing DBL as practiced by Drs. Richard Moog and James Spencer at Franklin and Marshall College where students learn chemistry through guided research or experimentation instead of through transmittal by textbooks or class lectures. We are creating a series of discovery-based lesson plans that include guided discovery worksheets that help students formulate their own questions, identify information they need to answer those questions, and make conclusions based on evidence they obtain. Finally, we are incorporating undergraduate research in our course following a model used at the College of New Jersey. Faculty there have developed a Faculty Student Research Course that focuses on involving undergraduate students in research with well-developed, rigorous curricular objectives. Using this model, we plan to engage students in two types of research projects in our course: carefully controlled mini-projects conducted in the laboratory, and more complex, community-based research activities in the field. TEACHER PREPARATION PROGRAM DUE EHR Bocian, Carolyn Iliana Restrepo Trinity College DC Myles G. Boylan Standard Grant 57633 7348 SMET 9178 7348 0000099 Other Applications NEC 0088367 April 15, 2001 Interdisciplinary Manufacturing Innovation: Adapting and Implementing the Learning Factory. Engineering - Other (59) This project adapts and builds on the work of the successful "Learning Factory" developed as a collaboration among Penn State University, the University of Washington, and the University of Puerto Rico Mayaguez to close the competency gap among those students who are hired as manufacturing engineers and managers. This adaptation scheme is based on five major tasks: 1) adaptation and implementation of a more practice-balanced/hands-on manufacturing engineering curriculum through development of two joint interdisciplinary engineering-business courses, Enterprise Conception and Enterprise Design; 2) enhancement of the Entrepreneurship-Manufacturing Innovation Laboratory Experience (E-MILE) for practice-based learning and innovation; 3) outreach to the academic, manufacturing, and pre-college communities; 4) collaboration with industry partners; and 5) project assessment to evaluate the progress of activities and impact on the learning process and to identify opportunities for continuous improvement. Building upon the Learning Factory model, this initiative is providing a new course of action in how to stimulate creativity and innovation in talented young professionals. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Crowe, Thomas Luis Occena Cathleen Burns Douglas Moesel University of Missouri-Columbia MO Kenneth Lee Gentili Standard Grant 106867 7428 SMET 9178 7428 0000099 Other Applications NEC 0088369 February 1, 2001 Development of an Integrated Inquiry-based Curriculum in Ecology. Biological Sciences (61) This project aims to strengthen the undergraduate curriculum in ecology through the development of an integrative series of laboratory modules for students majoring in ecology and marine biology. The project is an adaptation of a successful model developed at Middlebury College, VT, which strives to increase the integration and cohesiveness among classes through (1) the reapplication and reinforcement of common themes, including experimental design, hypothesis testing, and statistics, across multiple classes, (2) the establishment of common field sites, and (3) the development of a series of inquiry-based laboratory exercises that follow a similar format. The laboratory modules are patterned after the inquiry-based labs developed by Switzer and Shriner (2000), which use teacher-guided exercises and student-designed investigations to mimic the scientific process. Equipment secured through this project enables students to conduct a broader array of field and lab-based experiments and improves the resources available for computer assisted data acquisition and analysis. The primary goal of the project is to provide students with a stronger, more comprehensive background in the fundamentals of ecology while increasing their enthusiasm for learning and their appreciation for the scientific process. Thus, the success and effectiveness of the reform effort will be evaluated by assessing the students' ability to think critically, formulate hypotheses, design experiments, and evaluate data. The project results will be disseminated nationally through (1) presentations at scientific meetings, (2) development of an interactive website and instructors workbook, and (3) summer workshops for educators, teachers, and graduate students on creating effective inquiry-based laboratories for high school and college ecology classes. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Tankersley, Richard Mark Bush Ralph Turingan John Morris Florida Institute of Technology FL Jeanne R. Small Standard Grant 201134 7428 SMET 9178 7428 0000099 Other Applications NEC 0088370 January 1, 2001 Understanding Technology through Robots and Multimedia. Computer Science (31) We are establishing a multimedia/robotics laboratory to attract women into the computer information systems major. We believe that providing opportunities to construct and observe robots, as constrasted to typical pure programming, and to explore the combination of artistic and technological skills required in multimedia will be of particular interest to women. We are developing activities to use the new laboratory to verify our beliefs. We are adapting the laboratory projects created by Susan Fox of Macalester College and our multimedia activities are adapted from work by D'Arcangtelis, Polack-Wahl and Zaidman and by Ross. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McNulty, Nieves Madeleine Schep Columbia College SC Ernest L. McDuffie Standard Grant 81164 7428 SMET 9178 7428 0000099 Other Applications NEC 0088377 March 15, 2001 Political Analysis in an Experiential/Collaborative Setting. Political Science (85) Test data compiled by the University of Southern Mississippi indicate that many political science students frequently need direct assistance in developing their statistical and critical reasoning skills. Political science at USM attracts a large number of female students and students who are from under-represented populations. A survey of USM political science students in the Fall of 1998 indicated that they wanted opportunities to develop greater expertise in using computers to engage in data analysis. The department of political science has responded by offering two new courses in introductory statistics and research methods. These courses are designed to address their needs and provide them with a greater understanding of the practice of science. This project is an adaptation of classroom methods developed elsewhere. The Principal Investigator developed and used a similar approach at Grambling State University. (See "Creating a Critical Thinking Learning Environment: Teaching Statistics to Social Science Undergraduates," PS: Political Science and Politics, 1996, pp. 517-521.) This project is also adapting materials from (1) Beth Chance, "Experience with Authentic Assessment Techniques in an Introductory Statistics course," Journal of Statistics Education, Vol. 5, No. 3, 1997; (2) Sandra Fillebrown, "Using projects in an Elementary Statistics Course for Non-Majors," Journal of Statistics Education, Vol. 2, No. 2, 1994; (3) Gerald Giraud, "Cooperative Learning and Statistics Learning," Journal of Statistics Education," Vol. 5, No. 3 1997; and (4) Gary Smith, "Learning Statistics by Doing Statistics," Journal of Statistics Education, Vol. 6, No. 3, 1998. The project makes extensive use of peer interaction, following the suggestions made by Simon Hooper, "Effects of Peer Interaction during computer based Mathematics Instruction," Journal of Educational Research, Vol. 41, No. 2, 1990, pp. 180-189. We are refining a process for teaching statistical analysis, data analysis skills, and critical thinking to undergraduate students in political science in a way that will have a lasting impact. We are using computer-based technology in the classroom and teaching our students exploratory data analysis techniques. (See for example, John Tukey, Exploratory Data Analysis, Addison-Wesley, 1977; Lawrence Hamilton, Modern Data analysis: A first Course in Applied Statistics, Brooks/Cole Publishers, 1990; James Mullenex, "Box Plots: Basic and Advanced," Mathematics Teacher, 1990, pp.108-112; Frederick Hartwig and Brian Dearning, "Exploratory Data Analysis," Sage Publications, 1979; Peter Barbella, Lorraine Denby, and James Landwehr, "Beyond Exploratory Data Analysis: The Randomization Test," Mathematics Teachers, 1990, pp. 144-149; and Gretchen Davis, "Using Data Analysis to Explore Class Enrollment," Mathematics Teacher, 1990, pp. 104-106.) Our classroom environment is one of both collaborative learning (See, for example, Lois Rubin and Catherine Hebert, "Model for Active Learning: Collaborative Peer Teaching," College Teaching, 1998, pp. 26-30) and peer teaching (See, for example, Brian Keller, Chris Russell, and Heather Thompson, "effects of Student-Centered Teaching on Student Evaluations in Calculus," Educational Research Quarterly, 1999, pp. 79-93) where students work with a partner who is assigned based upon scores on a course pretest. The focus of this course is an experiential learning model. We are employing data sets drawn from two national social and political surveys used by researchers in political science - the General Social Survey (1972 to present) and the National Elections Studies Data sets (1948 to present), preparing samples of each year for use by students both as cross-sectional and longitudinal analysis (the use of "real-life" data sets has been adopted by a number of university faculty including faculty at Virginia Technical University, West Virginia State College, and Hunter College - CUNY). By using the same data that researchers use in their work, we are able to link research to teaching, and prepare our students to eventually design and carry out their own study using these data sources. EXP PROG TO STIM COMP RES CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McBride, Allan University of Southern Mississippi MS Myles G. Boylan Standard Grant 45642 9150 7428 SMET 9178 7428 0000099 Other Applications NEC 0088378 March 15, 2001 Multidisciplinary Dynamic Systems Curriculum. Engineering - Other (59) The goal of this program is to unify the dynamic systems and controls courses of chemical, electrical and mechanical engineering while still allowing some discipline- specific specialization. The project seeks to create a modern integrated curriculum and laboratory learning environment that promotes critical reasoning and problem solving skills, and applies them to the modeling, analysis, design, measurement, control and management of complex dynamic systems. In developing this curriculum the investigators are seeking to adapt and implement concepts and practices from NSF- supported coalitions, particularly the Foundations and Synthesis Coalitions, as well as other NSF funded CCLI grants. The specific focus of the program is on the development of a common required course, Process & Systems Dynamics, for chemical, electrical and mechanical engineering students, and three discipline- specific laboratory courses. The discipline- specific required courses -- Unit Operations Laboratory for chemical engineering, Automatic Controls for electrical engineering, and Engineering Synthesis Laboratory for mechanical engineering -- allow specialization at the advanced level, but preserve an interdisciplinary perspective by sharing experiments and projects. Students should emerge from the sequence with a firm understanding of the physical principles underlying engineering processes, and practical experience in the design, fabrication and testing of tangible products that synthesize multidisciplinary features. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Cameron, Timothy Rosalyn Hobson Gary Huvard Virginia Commonwealth University VA Rogers E. Salters Standard Grant 90453 7428 SMET 9178 7428 0000099 Other Applications NEC 0088390 September 15, 2000 Students as Laboratory and Field Physiologists: Start to Finish.. Biological Sciences (61) To prepare undergraduate students for research in physiology and the sciences in general, we are providing an environment that simulates investigative research in a laboratory setting. Students are taking responsibility for the design of experiments, undertaking data collection on equipment that is similar to that seen in a working physiology laboratory, using data analysis software typically used in this area of research, and learning to communicate results of research to the scientific community. We are adapting from models introduced with NSF support at Villanova University and utilizing ideas on student-initiated experimental design published in the physiology education literature. As students are working on these projects in small groups of 3 to 4 students, team building and cooperative research skills are being developed that are essential to all scientists entering our field where there is a very strong emphasis on collaborative multi-investigator and multi-disciplinary research. During the first part of this inquiry-based laboratory course students are involved in moderately structured laboratory exercises that allows them to become familiar with the iWORX system - a computer driven data acquisition and analysis station linked with on-line simulation and instructional support. In these introductory exercises students conduct a selection of 4 laboratory experiments that investigate the effect of body mass and temperature on metabolic rate (oxygen consumption) in fishes, the effect of fatigue on muscle contraction, the effect of exercise on cardio-respiratory physiology and the regulation of fluid balance and body composition in humans. During the second part of the course, students design, conduct, analyze and report on one group investigation based on further study of one of the previous laboratory experimental systems or on a comparative model that more closely simulates physiological research in a field setting. One possibility is to investigate the relationships between metabolic rate and diving patterns of marine turtles using indirect calorimetry (oxygen and CO2 gas analyzers) and the most current technology available for the remote monitoring of diving vertebrates (time depth recorders). Alternately, blood chemistry changes during natural fasting of grey seal pups could be studied through the measurement of blood metabolites (spectrophotometric assays). Students are responsible for all aspects of the development of these investigations, from the starting hypothesis to the finishing formal conference style presentations of data at the end of the course. The equipment acquired to support this course is also increasing our ability to support motivated students in more intensive scientific inquiry through senior thesis research projects. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Worthy, Graham University of Central Florida FL Herbert Levitan Standard Grant 100228 7428 SMET 9178 7428 0000099 Other Applications NEC 0088392 June 1, 2001 Bridging Institutions and Disciplines Using Shared Instrumentation. Interdisciplinary (99) The Colleges of Ceramics and Liberal Arts and Sciences at Alfred University and Alfred State College of Technology are extending their interactions through a multi-institutional and multi- disciplinary collaboration. An extended materials characterization laboratory is the support mechanism for the collaboration. The project is adapted from the "Extended Physical Chemistry Laboratory" project that has been established between the University of South Carolina at Spartansburg, Wofford College, and Converse College (NSF DUE 9950296, NSF DUE 9452453 and NSF DUE 9751605). The goal of the project is to promote interaction between materials science, chemistry, geology, and environmental science for students and faculty through shared laboratory modules specifically designed to fit into each curriculum. Students with different educational backgrounds are working in problem solving situations in a team setting. The project challenges students to be organized in their interpretation and communication of data. The newly developed laboratory modules are based on experiments utilizing a remote sensing fiber optic module for Fourier transform infrared spectrometer, a simultaneous thermal analyzer (STA), and a gel permeation chromatography unit. Cross-disciplinary experiments are being developed based on examples of other NSF funded programs such as the Incorporation of Environmental Sciences with Chemistry (NSF DUE 9551773 and NSF DUE 9950832), which are being extended to include materials science. Materials science students are being combined with chemistry students in one classroom, similar to the program at Oberlin College, which set up a program to introduce materials thermal analysis into their chemistry laboratories (NSF DUE 9980925). CCLI-ADAPTATION AND IMPLEMENTA DUE EHR DeRosa, Rebecca Michele Hluchy Gerald Fong Garrett McGowan Alfred University NY State College of Ceramics NY Roger Seals Standard Grant 99235 7428 SMET 9178 7428 0000099 Other Applications NEC 0088396 January 1, 2001 Case Study Resources for an Undergraduate Course on Human-Computer Interaction. Computer Science (31) This project develops and evaluates case study resources as an essential component of undergraduate human-computer interaction (HCI) instruction. The emphasis is on initial development and prototype evaluation. The work is integrated with an HCI textbook project already under development with a commercial publisher. The textbook differs dramatically from current offerings, interleaving the presentation of HCI content with a comprehensive scenario- based framework for the development of interactive systems. A key innovation of the new textbook is its use of a case study to introduce and exemplify the analysis, design, and evaluation framework. The project enhances this case study approach, by developing richer and more flexible online materials, and by building cases from three additional problem domains. The project leverages ongoing research on scenario-based development methods and incorporates the methodology concepts into undergraduate education. It also highlights the use of information technology in undergraduate education, for both content access and student project support. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Rosson, Mary Beth John Carroll Virginia Polytechnic Institute and State University VA Jane C. Prey Standard Grant 64747 7427 SMET 9178 7427 0000099 Other Applications NEC 0088400 January 1, 2001 Development of an Undergraduate Materials Engineering Laboratory. Engineering - Materials Science (57) With advances in materials in fields as diverse as microelectronics, mechatronics and intelligent structures, the current undergraduate materials science curriculum falls short of providing students a solid interdisciplinary platform for coping with challenges to come. The project is developing an innovative Materials Engineering Laboratory at Cooper Union to engage students in exploring scientific concepts for all classes of materials in this interdisciplinary field. An objective of this project is to improve the existing materials engineering laboratory at Cooper Union in conjunction with the development of a materials science laboratory course to meet industry's current needs for bachelor's level engineers with an interdisciplinary background. The equipment being adapted by this project is usually found in research institutions or graduate level labs; the complete set is not normally found in undergraduate labs. In a novel step towards implementing a design approach to undergraduate materials science education, the new lab includes a sample fabrication system and electro-mechanical properties testing system, where students can iteratively synthesize and analyze their own samples. The design of the new course promises to fully integrate research in materials science within undergraduate education in an interactive, experiential way. Adding to the traditional undergraduate materials science laboratory course curricula, the project is adapting and implementing new experiments from the Electroceramics Research Group at the Department of Ceramics & Materials Engineering of Rutgers University. The new laboratory will thus advance efforts to establish a unique materials science and engineering laboratory that fosters a close interaction among mechanical, electrical and civil engineering curricula. Students are able to explore the fundamentals for all types of materials including polymers, metals, ceramics and some specific materials used in intelligent structures such as actuators and sensors. Project results will be disseminated through workshops, presentations at conferences, and journal publications. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lam-Andersen, Margaretha Cooper Union NY Roger Seals Standard Grant 53480 7428 SMET 9178 7428 0000099 Other Applications NEC 0088403 December 15, 2000 Integrating Spatial Information Technologies into the Environmental Studies Curriculum. Interdisciplinary (99) This project is enhancing the Environmental Studies Program at Gettysburg College by introducing a Spatial Analysis Laboratory and associated curriculum to provide rigorous education and hands-on training in spatial information technologies that are critical to environmental analysis and problem solving. Complex environmental problems are commonly situated in geographic contexts. These problems can be addressed by analyzing spatially referenced data through the use of geographic information systems (GIS), global positioning systems (GPS), and remote sensing (RS). The project goal is giving undergraduate students a strong foundation in the fundamental concepts, methods, and environmental applications of these technologies so that they will be prepared to assume leading roles in environmental research and policy analysis in the private and public sectors and graduate research contexts. The project is adapting three successful programs to fit the needs of undergraduate environmental studies students: programs at Middlebury College and Mount Holyoke College as well as the core curriculum in GIS developed by the National Center for Geographic Information and Analysis (NCGIA). The NCGIA curriculum is being modified and extended by including content on GPS and RS. Three new courses are being implemented: (1) Introduction to Geographical Information Systems, (2) Environmental Applications of Spatial Information Technologies, and (3) Remote Sensing of the Environment. Laboratory components of the courses are promoting active and collaborative learning through individual and group projects. Students are examining environmental issues by exercising a student-developed and maintained (with faculty supervision) environmental database for the surrounding region-an innovative feature of the laboratory components. The project also integrates spatial information technologies into undergraduate thesis research. Interdisciplinary instruction and research is being conducted using ArcInfo, ArcView, and Idrisi GIS and image processing software. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Crawford, Thomas Gettysburg College PA Terry S. Woodin Standard Grant 47796 7428 SMET 9178 7428 0000099 Other Applications NEC 0088406 February 1, 2001 Preparing to Teach Science Concepts in Middle School Using Inexpensive Laboratory Equipment. Interdisciplinary (99) This project is adapting from widely used texts and laboratory manuals existing inquiry-based, field-tested laboratory exercises developed for introductory or general education courses in physics, biology, and chemistry. Exercises are being modified so that they can be performed using laboratory equipment specifically designed for middle school use. All lab exercises are utilizing the same basic core equipment, so that students can concentrate on the inquiry and not on learning how to use multiple pieces of highly specialized equipment. The modified lab exercises will be made available for other users, though publication and web-based dissemination. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McConnaughay, Kelly Conley Stutz David McMullen Jean Grant Bradley University IL Herbert Levitan Standard Grant 48926 7428 SMET 9178 7428 0000099 Other Applications NEC 0088409 June 1, 2001 Introduction of Modern Fourier Transform Spectroscopy Laboratories into Survey, General, and Biochemistry Classes. Chemistry (12) This award has provided funds to upgrade a Varian EM-390 continuous wave nuclear magnetic resonance spectrometer to a modern Fourier transform (FTNMR) instrument and to purchase a new Fourier transform infrared spectrometer (FTIR). These instruments are traditionally used in upper-level courses such as Organic Chemistry and Instrumental Methods of Analysis. However, this award is allowing their use across the entire undergraduate curriculum, including Survey Chemistry, General Chemistry, and Biochemistry as well as the traditional courses. The experiments in each course are being adapted from the research and educational literature and after appropriate modification, implemented into our courses. The experiments utilizing these instruments are capturing the interest of the students, integrating 'cutting-edge' technology into their laboratory experience, and impacting student learning for all students, major and non-major alike. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Zehfus, Micheal Black Hills State University SD Alexander Grushow Standard Grant 58337 7428 SMET 9178 7428 0000099 Other Applications NEC 0088411 May 1, 2001 Using Mathematical Modeling to Improve Quantitative Skills of Geology Students. This project adapts tools developed for use in mathematics courses (STELLA, Mathematica) to develop the quantitative skills of students in geology laboratories and courses. Students in upper-level geology courses and one mid-upper-level geology course are using these tools to analyze data and construct dynamic models. Each course emphasizes a different aspect of mathematical modeling: Oceans and Atmospheres (dynamic system modeling with STELLA and EXCEL), GIS, Remote Sensing and Spatial Modeling in Environmental Sciences (spatial modeling, geostatistics, decision making), Modeling in the Geosciences (iterative modeling, self-organized criticality, non-linear responses), and Hydrology (2- and 3-D models of groundwater flow, streamflow, and the hydrologic cycle in watersheds). Modeling projects are also being added to existing courses, such as Geomorphology, Paleobiology, Tectonics, and Structural Geology, and Introductory Geology. Student research projects (required for the geology major) are enhanced by the availability of sophisticated modeling tools and instruction in those tools that emphasize comparing models, testing them with field-collected data, and understanding their limitations rather than simply learning technical computer skills. Project results, including new teaching exercises and research, are being presented at professional meetings and workshops and made available on the Web. Faculty are developing real-world, collaborative exercises incorporating mathematical modeling skills, using examples from previously funded NSF projects and workshops, especially the 1999 PKAL workshop on "Building the Quantitative Skills of Non-majors and Majors in Earth and Planetary Science Courses" and its follow-up publication in the Journal of Geoscience Education (volume 48). As part of a program of faculty development to support these changes, faculty are continuing to participate in on-campus and external training and workshops. The primary courses are taught to twenty to forty students each year; the supplementary material in other courses reach anywhere from 90 (not including Introductory Geology) to 240 students each year (including Introductory Geology). Faculty in the Geology and Mathematics and Computer Science Departments and an external expert are evaluating the project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Savina, Mary David Bice Clinton Cowan Carleton College MN Terry S. Woodin Standard Grant 30625 7428 SMET 9178 7427 0000099 Other Applications NEC 0088412 March 1, 2001 An Imaging Facility to Enhance Study of Cell and Molecular Biology. Biological Sciences (61) Recent growth in genomic research and microbiology at Middlebury College has generated interest in the genomic modification of eukaryotic cells and in the visual examination of the phenotypic effects of such modification. Students now use green fluorescent protein (GFP) to "naturally" tag wild- type and mutant E2F transcription factors, follow their localization and monitor their function in cultured mammalian cells, in an extended laboratory project newly adapted and implemented as a paradigm for the genomic modification of eukaryotic cells. They examine these genomically modified cells using inverted microscopes equipped for fluorescence and differential interference contrast optics in a newly constructed Imaging Facility. They also use a cryostat and this facility, including upright microscopes with fluorescence and DIC optics, for advanced study and course research projects in endocrinology, immunology, and developmental biology as well as cell biology. Additionally, provision of these microscopes with digital capturing, display and storage capabilities allows students to work at each work station in small groups and encourages their active collaboration in data collection and analysis. Procedures implemented in this project are adapted from various sources, including the scientific literature (e. g., Magae et al., 1999; Kavaler et al., 1999; Parfitt and Newman, 1998) and monographs and technical manuals (e. g., Conn, 1999; Lefkovits, 1996). The results of this project are evaluated primarily through the analysis of portfolios of student reports prepared before and after they used the Imaging Facility, fluorescence and DIC microscopes, and cryostat and by tracking student outcomes during matriculation and following graduation. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Watters, Christopher Middlebury College VT Terry S. Woodin Standard Grant 103675 7428 SMET 9178 7428 0000099 Other Applications NEC 0088422 July 1, 2001 Adaptation and Implementation of Computer Technology into the Mathematical Science Curriculum. Mathematical Sciences (21) The purpose of the project is to extend the curriculum reform and the use of computer technology to introductory courses into linear algebra, differential equations, and statistics. The curriculum reform involves a thorough revision and restructure of the three courses and includes the adaptation and implementation of appropriate material for computer-based instruction and extended student projects in these areas. Several programs are adapted and implemented into the curriculum, e.g., the Linear Algebra Curriculum Study Group Recommendations for the First Course in Linear Algebra developed by D. Carlson, C.R. Johnson, D.C. Lay and A.D. Porter, the ODE project developed at Boston University, and ActivStats developed by P. Velleman. Per year, these three courses are offered in 35 sections of about 40 students each, with a campus-wide total enrollment of more than 1300 students. To serve these students, a 40-seat classroom laboratory is constructed with networked workstations and audiovisual equipment. About half of the time, this laboratory is used for in-class instruction, while, the remaining time, students work on computer-based projects, often in a collaborative environment. Graduate teaching assistants who are carefully trained in the relevant software and its use in the specific areas staff the laboratory. Workshops for faculty development and graduate student training are designed and offered on a regular basis. These workshops have an important impact on the mathematics education for pre-service and in-service teachers in the region. Materials and results are disseminated both electronically and through publication and presentation. The success of the project is monitored through a variety of fine-tuned evaluation and assessment instruments. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Miller, T. Len Michael Neumann Jane Harvill Mississippi State University MS John R. Haddock Standard Grant 93011 7428 SMET 9178 7428 0000099 Other Applications NEC 0088423 March 1, 2001 Adding Molecular Biology to the Biochemistry Laboratory. Chemistry (12) Experiments in molecular biology are added to the students' biochemistry laboratory experience to reflect state-of-the-art techniques and procedures. In addition to protein isolation and characterization, enzyme kinetics, and carbohydrate or lipid isolation and characterization, emphasis is placed on such techniques of modern molecular biology as DNA isolation, gene isolation and cloning, the polymerase chain reaction, cell transfection and gene expression. The following molecular biology experiments are among those being adapted from standard literature and implemented in the Biochemistry laboratory. Bacteria are transformed with a plasmid including the gene for green fluorescent protein (GFP). The GFP is isolated using procedures from standard literature and characterized by electrophoresis and fluorescence spectroscopy. The identity of GFP is confirmed using an immunoassay with anti-GFP polyclonal antibodies. The plasmid with the GFP gene is isolated from the bacterial culture and characterized by restriction analysis. Some of the isolated plasmid is reserved to transform cells at the beginning of the semester that follows. An ultracentrifuge is used for DNA and plasmid isolation. A plate reader is used to read the results of the immunoassay and for enzyme kinetics experiments. Multipipettors are used to facilitate the completion of the plate assays. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Selinsky, Barry Joseph Rucker Villanova University PA Harry Ungar Standard Grant 28150 7428 SMET 9178 7428 0000099 Other Applications NEC 0088429 January 1, 2001 Development of Introductory Physics Workshop for Engineering Students to Meet ABET 2000 Criteria. Physics (13) A joint University of Virginia physics-engineering task force has recommended on the basis of the ABET 2000 criteria a restructuring of the two semester problem session/introductory physics labs for 450 engineering students. The results of physics education research in the 1990s indicate that there should be more reliance on computer-based tools and new methods of instruction and grading. The project is adopting the Real Time Physics curriculum as the basis for a new two hour per week workshop/laboratory in mechanics, heat and thermodynamics, and electromagnetism. In addition, the project is adapting and implementing as many exemplary commercial products as possible, but utilizing these products in innovative ways. Assessment and evaluation will be crucial in order both to improve the workshop experience for students and to educate them in the best way possible. There previously was no lab experience for the first semester course. The project is combining the former problem recitation session and laboratory (second semester only) into a workshop that consists of a) A pre-workshop activity utilizing the internet based WebAssign program to present a series of conceptual and numerical problems to prepare the students for the two hour workshop. b) Utilizing Real Time Physics as the laboratory experience with computer tools (probes and software) to engage students in active learning. There will be new computers for the cooperative learning groups and probes from PASCO and Vernier. c) A post workshop activity using peer ranking essay questions on WebAssign that test the students understanding of the concepts presented in the workshop. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Thornton, Stephen University of Virginia Main Campus VA Duncan E. McBride Standard Grant 153990 7428 SMET 9178 7428 0000099 Other Applications NEC 0088436 April 15, 2001 Emphasizing Connections Between Gene Sequences and Protein Structure and Function: Linking Molecular Biology and Biochemistry Laboratory Explorations. Biological Sciences (61) Student learning can be enhanced by engaging the student and by providing an appropriate context for learning. This can be accomplished by developing investigative exercises that require student participation in experimental design and provide realistic research experience. An inquiry-based approach also moves away from the once-standard "cookbook" approach to teaching experimental protocols. If the student must plan the course of the experiment, s/he is required to think about individual steps rather than simply following directions. This project is carrying the investigative approach one step further: linking investigative activities in the laboratory sessions for two courses frequently taken by the same students, Molecular Biology and Biochemistry. These courses form the core of the Biochemistry and Molecular Biology major and minor at Wittenberg University. Co-ordination of the laboratory exercises of these two courses is centered on an investigation of the relationships among gene sequence, protein sequence, protein structure, and protein stability using Staphylococcal nuclease, a small compact, well-defined protein, as a model system. Students identify appropriate regions of Staphylococcal nuclease for mutagenesis, complete mutagenesis and sequence determination of the variants, and sub-clone the variant sequences into an expression vector in the Molecular Biology laboratory. They continue their investigation in the Biochemistry laboratory through protein purification and analysis of the purified mutant protein to determine both activity and stability. Students are given the opportunity to master experimental design, implementation, and data interpretation in a realistic research context. They have the opportunity to develop and then test their own theories of protein structure and learn techniques in the context of a research program. The project is an adaptation of Darwin 2000, using this example as a model for nuclease analysis. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Goodman, Margaret Amil Anderson Wittenberg University OH Terry S. Woodin Standard Grant 62586 7428 SMET 9178 7428 0000099 Other Applications NEC 0088437 March 1, 2001 Hands on the Human Body. Engineering - Other (59) This project is an integrated effort by the Faculty of Engineering to develop effective methods for teaching engineering from an applied, multidisciplinary point of view. The project adapts the well-proven pedagogy of "reverse engineering", and implements this strategy for the study of the human body, an exquisite combination of interacting systems that can be analyzed using multidisciplinary engineering principles. We have developed a series of eight hands-on modules that introduce chemical, mechanical, and electrical engineering principles through application to the human body. The goals of this project are to: (1) Engage students in the scientific discovery process via exploration of the engineering systems within the human body using exciting hands-on "reverse engineering" methods. (2) To introduce all of the proposed modules into the multidisciplinary Freshman Engineering Clinic course which is required of all freshmen at Rowan University. (3) To integrate the modules vertically into courses in the Chemical, Mechanical, and Electrical Engineering curricula, and the Health Sciences Department. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Farrell, Stephanie John Schmalzel Anthony Marchese Shreekanth Mandayam Jennifer Kadlowec Rowan University NJ Russell L. Pimmel Standard Grant 162326 7428 SMET 9178 7428 0000099 Other Applications NEC 0088453 September 1, 2000 Event-Driven Computing Projects for Software Engineering Education. (34) Software Engineering This work develops a project testbed and corresponding hands-on exercises to introduce the software development of event-driven systems, an area of great interest to industry. The testbed uses the theme of a home automation system to introduce the idea of embedded "appliances" and to motivate students by making the exercises fun and interesting. Student work simulates real world development by providing incremental exercises that together comprise a semester-long "project", covering the critical elements in the software development process lifecycle. With a diverse and interesting set of external entities, students observe the effects of changes in the requirements as the instructor introduces real-world problems in concurrency and uncertainty and illustrates the effects of dynamic external entities. The target group includes undergraduate students majoring in computer science and computer engineering. The developed materials can be duplicated easily and inexpensively at other educational institutions. The use of these student projects begins to address deficiencies in software engineering education and better prepares students for a career in software engineering. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Skubic, Marjorie James Laffey University of Missouri-Columbia MO Andrew P. Bernat Standard Grant 74997 7427 SMET 9178 7427 0000099 Other Applications NEC 0088458 January 1, 2001 Project ChemBOND: Building Opportunities for Meaningful Learning. Chemistry (12) Faculty in the Colleges of Science and Education have been working collaboratively for the past three years in addressing problems of student performance and retention in first semester chemistry. During this period, faculty recognized the need to examine their own practice including design of course curriculum, the quality of the problem-solving, in-class activities for students, and the alignment of course components and the importance of addressing problems of achievement and retention from multiple solution paths. The objectives being addressed in the current project include: (1) revision of the course curriculum and BONDing (Building Opportunities for Networking and Discussion) sessions through adaptation/adoption of aspects of the NSF Chemistry Initiatives and the integration of technology-based instructional tools and models, (2) professional development of faculty in order to facilitate implementation of these reforms, (3) continually building a professional learning community. The objectives are being accomplished through an action plan in which a cross-disciplinary faculty team simultaneously addresses curriculum revision, meaningful learning, and innovative instructional approaches. Curriculum reform efforts, including use of technology, are well-established methods to improve the learning of under-prepared and/or diverse student populations. Mechanisms for extensive collaborations have been established with community colleges in the area through the Region V Area Center for Educational Enhancement. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Haky, Jerome Deborah Louda Nancy Romance Donald Baird Robert Bleicher Florida Atlantic University FL Susan H. Hixson Standard Grant 98819 7428 SMET 9178 7428 0000099 Other Applications NEC 0088470 January 1, 2001 Electronic Commerce Coursework in Computer Science. Computer Science (31) We are creating and refining materials for a two-course undergraduate sequence in the area of e-commerce to meet two nationwide educational needs in computer science: 1) the lack of tested course materials in the area of e-commerce, and 2) the lack of significant opportunities for computer science students to pursue team work in an interdisciplinary setting. The first course covers web technology for computer science majors and minors; the second is a unique interdisciplinary e-commer course open to students of all disciplines. In the second course, CS students have a different set of requirements than non-CS students as they provide technical expertise learned in the first course to student teams. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Simha, Rahul George Washington University DC Mark James Burge Standard Grant 151288 7427 SMET 9178 7427 0000099 Other Applications NEC 0088472 March 1, 2001 Adaptation of Materials Characterization Techniques to Collaborative Discovery-based Learning in the Undergraduate Packaging Science Curriculum. Engineering - Materials Science (57) Five Packaging Science undergraduate laboratory courses that include segments concerned with packaging materials are being modified with the following objectives: to incorporate more science-based learning; to significantly increase the understanding and hands-on experience of undergraduate students with state-of-the-art materials science characterization and investigative techniques as applied to Packaging Science; to maximize collaborative, discovery-based learning; and to ensure that our sophomore, junior and senior level laboratory experiences are appropriately integrated and pyramided. The project is adapting collaborative learning strategies from Millis at the US Air Force Academy and Cottrell at Miami University; Johnson and Johnson at University of Minnesota; and Felder at North Carolina State University, among others. The project objectives are enabled by the acquisition of state-of-the-art materials characterization instrumentation, especially thermal analysis, to augment the existing, extensive gas permeation equipment and new physical testing capabilities. The techniques and interpretative skills of using this instrumentation to understand the inter-relationships of processing, structure and properties of the wide variety of materials used for packaging are well-known. Until now, their integration into the undergraduate Packaging Science curriculum has been rudimentary. With the collaboration of the Clemson Office of Teaching Effectiveness and Innovation, the new laboratory exercises and revised courses are being designed to move from individual, problem-based learning to collaborative, discovery-based learning. The Clemson Web-based Collaborative Learning Environment is being used to promote learning communities within and across classes. Surveys of students and alumni are providing feedback on the effectiveness and usefulness of the changes. The findings and results are being disseminated to other Packaging Science programs, to other interested educators within and outside of the University, and to the packaging industry. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Kimmel, Robert Kay Cooksey Timothy Weigel Clemson University SC Kenneth Lee Gentili Standard Grant 100002 7428 SMET 9178 7428 0000099 Other Applications NEC 0088482 June 1, 2001 WeBWorK in the Mathematics Curriculum. Mathematical Sciences (21) The proposed project focuses on improving student mathematical achievement at the University of Virginia by expanding a pilot implementation of the WeBWorK online homework system. We will develop comprehensive libraries of WeBWorK problems to be used in Math 111 (Probability/Discrete Mathematics), Math 121-122 (Applied Calculus I and II), and Math 131-132 (Calculus I and II), courses with a total annual enrollment of approximately 2300 students. These libraries will allow us to easily expand WeBWorK to all sections of the above courses. The problem libraries will be indexed for use at the University of Virginia and other institutions. To provide increased support for student learning, we will also develop an extensive collection of online sample problems with solutions, available in both HTML and as video clips. The project will include two summer workshops for regional postsecondary and secondary teachers interested in learning about the WeBWorK system, and will provide assistance to those interested in implementing the system. An ongoing evaluation and dissemination program is fully integrated into the project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Holt, Jeffrey David Brydges University of Virginia Main Campus VA Elizabeth Teles Standard Grant 56390 7428 SMET 9178 7428 0000099 Other Applications NEC 0088483 January 1, 2001 Hands-on Use of High-Field NMR in a Three-Week Collaborative Learning Laboratory for a Non-Majors Organic Chemistry Laboratory. Chemistry (12) This project brings a collaborative learning experience to more than 800 students per year in organic chemistry laboratories for non-majors at the institution. Students participate in three-week collaborative learning experiments involving realistic scenarios in which students isolate, characterize, and identify an unknown chemical, using a high-field NMR spectrometer, and present their findings in a poster session. Students use methods employed by natural products chemists in modern laboratories and, as part of the identification process, learn to collect and process NMR and FTIR data using state-of-the-art instruments. The challenge of integrating a hands-on NMR experience into a course serving such a large number of students is met by establishing an open instrument laboratory staffed by teaching assistants and by developing a WWW-based scheduling system for small-group training sessions. The collaborative learning exercises are adaptations of approaches published in standard literature and journals. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Azadnia, Ardeshir Michael Rathke Kathryn Severin Michigan State University MI Alexander Grushow Standard Grant 100000 7428 SMET 9178 7428 0000099 Other Applications NEC 0088489 March 1, 2001 Undergraduate VLSI Curriculum and Laboratory Emphasizing Mixed-Signal Circuit Design. Engineering - Electrical (55) During the last decade, the semiconductor industry has significantly increased its demand for engineering talent, yet the supply of recent graduates with relevant experience has declined, especially in the areas of analog and mixed-signal integrated circuit design. This project addresses the problem by measurably increasing the number of undergraduates with direct experience in integrated circuit design, specifically in the areas of (i) digital, analog and mixed-signal circuit design, (ii) layout and fabrication techniques, and (iii) design for test. Key topics from graduate-level VLSI curricula are being adapted to form a new curriculum targeted towards undergraduates. Course notes and laboratory manuals from VLSI courses offered by Iowa State University and the University of Tennessee at Knoxville serve as the primary source material. The two-course elective sequence focuses on digital and mixed-signal design at the circuit and layout levels. Laboratory experiences reinforce the course material, and encourage students to use commercial-grade CAD tools such as Cadence to implement and simulate designs, and to gain experience with mixed-signal test instruments including mixed-signal oscilloscopes and arbitrary waveform generators. VLSI chips designed by students are fabricated by the MOSIS service and tested in the laboratory. It is anticipated that 30% of each graduating class of Rose-Hulman electrical and computer engineering students will participate in the program. Course notes, lab manuals, and example design projects resulting from the curriculum development work will be disseminated via an Internet web server. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hudson, Tina Rose-Hulman Institute of Technology IN Russell L. Pimmel Standard Grant 93366 7428 SMET 9178 7428 0000099 Other Applications NEC 0088491 May 1, 2001 Improving the Chemistry, Biology, Physics/Astronomy, and Environmental Science Curricula Through Implementation of UV-Vis Spectrophotometric Laboratory Activities. Interdisciplinary (99) Chemistry (12) Physics (13) Biological Sciences (61) This multidisciplinary project is improving Arizona Western College's (AWC) Chemistry, Biology and Physics/Astronomy laboratory curricula and the joint AWC/Northern Arizona University-Yuma 2+2 Environmental Science program with new laboratory activities that use ultraviolet-visible spectroscopy (UV-Vis). AWC is designated by the Department of Education as a Hispanic Serving Institution. Experiments and protocols from a wide variety of sources including the research and educational literature are being combined and adapted to create the laboratory activities. In Chemistry courses, students use the UV-Vis to conduct a photoassisted reaction that mineralizes an organic dye, analyze the campus' pool's disinfectant capacity, test for lead in Mexican glazed pottery, and characterize the absorption spectra of two thermochromic compounds. Biology students are elucidating the structure-function molecular motif from the absorption spectra of plant pigments chlorophyll a and b, and anthocyanins. Students in Physics/Astronomy are studying how particulate matter preferentially scatters more energetic wavelengths and how the interaction between matter and light helps explain red-orange sunsets and sunrises, and cosmological phenomena. Environmental Science students are carrying out a temporal and spatial water quality study of the local desert watershed (Colorado River, Martinez and Mittry Lakes), and analyzing for ammonia and phosphate in both cultivated and uncultivated soils to determine the potential impact for contamination of the local groundwater supply. The multidisciplinary use of the UV-Vis spectrometers: 1) allows faculty to incorporate new laboratory experiments into the curriculum and hence expand topic coverage, 2) allows faculty to teach topics that were previously relegated to lecture because of non-existent instrumentation capacity, 3) gives students hands-on experience with modern instrumentation and methodology, 4) shifts student focus more towards data analysis, and 5) creates undergraduate research opportunities for community college students. The successes and challenges of implementing the spectrophotometric lab activities into the curricula will be shared with the science education community at large via journal submissions and presentations at regional and national meetings. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Donnelly, Scott Steven Sparks Stefan Dieters Arizona Western College AZ Susan H. Hixson Standard Grant 37685 7428 SMET 9178 7428 0000099 Other Applications NEC 0088496 June 1, 2001 Computerizing Physics and Chemistry Laboratories for Life Science Students. Interdisciplinary (99) Chemistry (12) Biological Sciences (61) Physics (13) Essentially all the students at Mercy College who are taking physics and chemistry courses are preparing for medical, health, or bioscience careers. In this era of ever-increasing medical and biological sophistication and technology, these students not only need a firm foundation of physics and chemistry principles but need to be able to apply these principles in the scientific reasoning involved in making decisions and judgements about human and biological systems. There are no physics or chemistry majors at Mercy so we are in a position to devote ourselves to the needs of this particular student audience. We are incorporating computer technology into the physics and chemistry curriculum in a coordinated way in order to better prepare these students for their further coursework and their intended careers. The modifications in physics are based on adapting aspects of Realtime Physics, Workshop Physics, and Tutorials in Introductory Physics to create new experiments designed to provide direct relevance for students majoring in the life sciences. In chemistry, adaptation of computer-interfaced activities developed by the Middle Atlantic Discovery Chemistry Project and of several ChemLinks modules along with other existing laboratory experiments provide the basis for the new work. Through the use of laptop computers, whose portability allows multiple use, we are computerizing the general physics and general chemistry laboratory activities utilizing interface and sensor equipment. In doing so, we are incorporating human/biological relevance and inquiry-based pedagogy. The computers also are being used to computerize laboratory activities in the biochemistry course and in the non-science major chemistry course. Finally, a Science Learning Center is being established in which the computers are used as a networked active learning resource. This center is staffed by tutors who offer students support in the use of web-based and CDROM active learning materials, under the guidance of the science faculty. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Beverly, Nancy Geetha Surendran Barbara Nash Mercy College NY Susan H. Hixson Standard Grant 292757 7428 SMET 9178 7428 0000099 Other Applications NEC 0088501 April 1, 2001 Real Chemical Reactions Vertically Integrated Throughout the Curriculum. Engineering - Chemical (53) The pedagogy of teaching chemical reaction engineering is continually advancing through the use of new computational tools such as POLYMATH and MATLAB; interactive computer applications; and a new emphasis in textbooks on relating theory to industrially relevant chemical reactions. What is currently lacking in this area are chemical reaction engineering experiments that employ realistic reaction engineering systems. Nearly all of the reaction engineering experiments reported in the literature employ simple experiments that can be described using a single overall reaction. In addition, most laboratory experiments do not examine the process fluid mechanics of the reactor and how this effects the product distribution. As a result, students only visualize reactors through theory and do not experience realistic reactor systems in their undergraduate courses. This lack of experience eliminates a major engineering challenge in designing and troubleshooting a reactor in which the yield and selectivity are optimized along with the process economics. This project is developing several experiments that employ the following features currently not being addressed in published reaction engineering experiments: 1) byproduct formation, 2) green engineering, 3) scale-up fluid mechanics and 4) equilibrium limited reactions. A series of experiments is being adapted from the research and educational literature using two chemical and one biological reacting systems. Specific adaptations are based on experiments developed by Wang at the University of Maryland, Bourne at the University of Birmingham, and Keyes at the University of Illinois, among others. These experiments are being vertically integrated through the following series of courses: chemistry, organic chemistry, process fluid transport, chemical reaction engineering, industrial process pathways, biochemical engineering, and unit operations. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hesketh, Robert C. Stewart Slater Stephanie Farrell Mariano Savelski Kevin Dahm Rowan University NJ Harry Ungar Standard Grant 119714 7428 SMET 9178 7428 0000099 Other Applications NEC 0088502 May 15, 2001 Integration of GC-MS into the Chemistry and Environmental Science Curriculum. Chemistry (12) A GC-MS is being incorporated throughout the chemistry curriculum. By adapting published experiments from the research or chemical education literature to the unique challenges and opportunities of our institution, we are developing novel pedagogical materials in both our majors courses as well as our non-majors courses. The GC-MS is having a major impact on our analytical/instrumental chemistry courses and on an environmental chemistry course for non-science majors. Additional classes that are using the instrument include organic chemistry, natural products chemistry, synthesis techniques and introduction to chemical research. A major theme of this curriculum change is project-based investigations of complex samples that directly engage the students in scientific thinking. Use of the GC-MS allows us to continue a recent change in direction of our analytical program towards the analysis of complex, "real world" samples. Experiments in the non-majors course are designed with a focus on local environmental concerns such as how the air quality is affected by a local coal-powered steam train. Such hands-on experience is critical in effectively engaging minority groups and prospective K-12 teachers. An additional outcome of this project is that all biology and chemistry students are being exposed to modern analytical instrumentation that enhances their interest in molecular structural and dynamic studies. Research students have access to state-of-the-art instrumental methods, which is strengthening their preparation for graduate studies and industrial laboratory positions and inevitably improving the publication rate of undergraduate majors at our institution. The impact of this instrument improvement project will be felt by more than 800 students over the next five years, including approximately 150 Native American and Hispanic students in our program. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Gohdes, Joel Ron Estler Fort Lewis College CO Susan H. Hixson Standard Grant 43851 7428 SMET 9178 7428 0000099 Other Applications NEC 0088506 June 1, 2001 Incorporating Model Experiments and Interactive Software into Freshman Biology Course. Biological Sciences (61) As part of a comprehensive reform to create a student-centered natural sciences learning community, we have implemented a new curriculum for Biology majors that stresses hands-on, experiential learning and provides progressively greater opportunities for semi-independent student research. In particular, our introductory biology course utilizes many approaches to assist Freshman students in transitioning to an active learning environment. First, to encourage students to embrace active learning, we have integrated an interactive, Web-based teaching strategy called Just-in-Time Teaching into the lecture component of the Principles of Biology I course. This strategy uses the rapid communication made possible by the Internet to keep students actively involved in the course and to allow the instructor to adjust lessons rapidly in response to student needs. Second, we utilize a desensitization strategy to address our students' unfamiliarity with the role of technology in research. By introducing two new experimental packages (instruments and organisms) into the laboratory component of the course in a two-week format, we are able to reduce student anxiety and foster mentoring. These two new experimental packages are based on adaptations of a gene structure and genetic homology laboratory developed at Davidson College and a Sea Anemone energetics laboratory developed at Hood College. Pre-service teachers are involved in all aspects of the projects as Freshman students enrolled in the course and later on as graduate assistants. Saturday morning workshops provide additional exposure to hands-on learning activities for both pre-service and in-service teachers. The combination of active and interactive teaching strategies have particularly positive effects on learning. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Luciano, Carl David Pistole Indiana University of Pennsylvania PA Daniel Udovic Standard Grant 90178 7428 SMET 9178 7428 0000099 Other Applications NEC 0088507 January 1, 2001 A Remote Wireless Sensing and Control Laboratory. Engineering - Electrical (55) The project, "A Remote Wireless Sensing and Control Laboratory," provides an integrated laboratory experience in Electrical and Computer Engineering to Engineering students with a wide range of interests in Computer, Electrical, Civil/Environmental, and Mechanical Engineering. Broad-ranging applications of the laboratory include smart sensors and person detection, web-based acquisition and control, and wireless communication system. Two particular applications encompassed by these projects include an intelligent security system, and an energy conservation system resulting from monitoring room usage. Experiments being adapted and extended for more in-depth and multi-disciplinary applications include several compiled in Agilent's Educator's Corner, as well as contributions from Springfield Technical Community College's "The Wireless Telecommunications Laboratory Project." This multi- and inter-disciplinary Remote Wireless Sensing and Control Laboratory is being evaluated to determine how it can be most effectively utilized as a pedagogical tool. Assessment is being done by incorporating questions into surveys currently in use by Swarthmore's Engineering Department, including course evaluations, senior surveys, and alumni surveys that provide longitudinal information. Outside evaluators, including Swarthmore's Engineering Council, are also assessing the impact of this work on current students. Results are being compiled for dissemination via articles and presentations to ASEE's Journal of Engineering Education and Annual Meeting, and the Council on Undergraduate Research. Because web-module-development is integral to many experiments, especially those related to the web-based acquisition and control project, extensive use of the web is a critical component of this work. Results will also be posted and linked to sites such as Agilent's Educator's Corner. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Molter, Lynne Erik Cheever Bruce Maxwell Swarthmore College PA Russell L. Pimmel Standard Grant 46470 7428 SMET 9178 7428 0000099 Other Applications NEC 0088511 May 1, 2001 Chemistry Laboratory Experiments Based on Handheld Personal Computers. Chemistry (12) Computerized data acquisition is introduced in introductory chemistry laboratories through use of handheld personal computers (HPCs). This is an affordable approach that permits individual computers to be available at each student work station without crowding existing laboratory space. These computers, although much smaller than PCs, are powerful enough for most laboratory applications and operate in manner that closely matches the screen display of conventional computers. They use similar operating systems and programming languages and conventional serial data converters. Software is designed to closely match the conventional graphics windows of PCs and most experiments include Web based prelab and post lab exercises on conventional PCs, including simulations that use nearly identical commands and screen appearance. The goals are to provide a cost effective method to modify existing courses to reflect modern chemical instrumentation and the role of computers in laboratories. The types of experiments included in the curriculum and adapted for use with the HPCS are being expanded, with emphasis on selecting those with a strong visual component, such as where the data appears as a graph in a few minutes. Such short experiments permit multiple runs and allow visual comparisons of the effect of variations in experimental conditions. The program affects approximately 3000 students over the next five years and has strong potential to serve as a model at other institutions. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Endres, Paul Bowling Green State University OH Harry Ungar Standard Grant 23876 7428 SMET 9178 7428 0000099 Other Applications NEC 0088516 April 15, 2001 Optics for Scientists and Engineers Laboratory Course. Physics (13) An Optics for Scientists and Engineers Laboratory Course is being developed and implemented to provide undergraduate students with the fundamentals necessary to enable them to successfully apply optics in their respective disciplines. The course is targeted to a wide cross section of students (electrical engineering, physics, chemistry, mechanical engineering, biology, etc.). An interdisciplinary faculty team from the Electrical and Computer Engineering, Chemistry, and Physics Departments is implementing and teaching the course. The course includes a capstone optics experiment related to each student's academic major. For many students, this is their only optics course. The annual one semester course consists of 30 hours of lecture and 45 hours in the laboratory. Exemplary laboratory experiments developed under NSF auspices at the New Jersey Institute of Technology and Boston University are being adapted and implemented. A commercially available fiber optics kit is also being used. The incorporation of extensive hands-on optics experience is a key component of the course. Four laboratory stations are equipped with research grade optics kits. Not more than two students work at each station, and they are expected to select and set-up components from their kit to the maximum extent possible. The goal is to provide graduates capable of putting basic optics principles to work in their careers, e.g. for optical communications, machine vision, spectroscopy, etc. or in graduate school. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Swenson, Orven Floyd Patterson Andres Campiglia David Rogers North Dakota State University Fargo ND Duncan E. McBride Standard Grant 74016 7428 SMET 9178 7428 0000099 Other Applications NEC 0088517 February 15, 2001 Bringing Chromatography and Spectroscopy into the Undergraduate Curriculum. Biological Sciences (61) Chemistry (12) Science faculty at Bowdoin College strive to optimize undergraduate learning by incorporating modern analytical techniques into inquiry-based laboratory exercises that allow for meaningful intellectual and creative input from students, and through their oversight of undergraduate-led research projects. Currently, Bowdoin undergraduates majoring in biology, biochemistry and environmental studies receive little exposure to the essential modern techniques of chromatography and spectroscopy. Chemistry majors, although grounded in the principles of these methods, generally do not gain experience with them in the context of complex analytical problems. This project introduces undergraduates to the principles and applications of chromatography and spectroscopy via high performance liquid chromatography (HPLC). The project is interdisciplinary in nature and involves undergraduates and faculty from all of the above-mentioned departments. The specific goals of the project are to 1) enable Bowdoin undergraduates across departments to learn the principles, techniques and applications of chromatography and spectroscopy via the use of an HPLC with diode array detection, 2) develop course laboratories designed to convey deep understanding of these modern techniques and also to facilitate inquiry-based learning by enabling students to pursue hypotheses of their own creation in self-designed laboratory projects, 3) foster the use of chromatography and spectroscopy in undergraduate-led research, 4) create informed lesson plans centered on HPLC technology for dissemination among science faculty. Chromatography and spectroscopy are being incorporated into the laboratory portions of five core and upper-division courses, as well as into undergraduate-led research. Experiments are being adapted from the educational and research literature. For example, in the Plant Physiology course, experiments developed at the University of Colorado to expose students to photosynthesis and energy dissipation are being modified to use HPLC instead of TLC for the analysis. Overall, the project is broadening and enhancing the background of Bowdoin undergraduates and is providing those students with first-hand experience with the practice of science. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Logan, Barry Bowdoin College ME Susan H. Hixson Standard Grant 23879 7428 SMET 9178 7428 0000099 Other Applications NEC 0088518 January 1, 2001 Incorporation of Computer Modernized Cary-14 UV/Vis Spectrophotometer in the Undergraduate Curriculum. Chemistry (12) This project seeks to enhance the undergraduate chemistry curriculum at the institution by incorporating high resolution, computer-controlled ultraviolet-visible-near infrared (UV-Vis-NIR) spectroscopy into three upper-level laboratory courses: Instrumental Analysis, Inorganic Synthesis, and Experimental Physical Chemistry. This is accomplished by adapting several new or classic laboratory experiments from the chemical education literature for use with the computerized Cary-14 and implementing them into the three formal laboratory courses currently taught by the Chemistry Department. The proposed experiments and instrumentation enhance the students' critical thinking skills, increase their familiarity with a wide variety of computerized equipment, and expose them to the scientific process of inquiry through investigation. As a result of this formal change in curricula, the students are better prepared to participate in independent research. The institution is a comprehensive, urban, commuter campus with an ethnically diverse student population and the chemistry department reflects that diversity. Funding provides an Aviv Instruments modernization of the current Cary-14 spectrophotometer including a thermoelectrically cooled heater in the cell housing, and release time for the PI and co-PIs to implement and adapt experiments for the Cary-14 and our laboratory courses. This project is for a duration of 33 months, as much of the first year is devoted to the instrument modernization and initial development of the laboratory experiments. These experiments are introduced into the formal laboratory courses in the second year of the grant, then evaluated, revised and reintroduced in the final year. The anticipated outcomes of this proposal include: 1) improved undergraduate laboratory experiments; 2) decreased time for data acquisition; 3) increased time for data interpretation and analysis; 4) increased understanding of digital data acquisition; 5) increased variety and quality of laboratory experiments; 6) increased hands-on-time for each student; and 7) integration of digital methods-instrumental output as well as Microsoft Excel, Word, and PowerPoint-into the reporting of experimental results. This project significantly improves the preparedness of our majors for research and future employment in academics and industry. Dissemination of results is accomplished through a web site linked to the chemistry department home page, publication in referred chemical education journals, and presentation at regional and national meetings. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hyslop, Alison Neil Jespersen Elise Megehee Enju Wang Richard Rosso Saint John's University NY Harry Ungar Standard Grant 81501 7428 SMET 9178 7428 0000099 Other Applications NEC 0088527 January 1, 2001 Integrating Inquiry-Based Science and Education Methods Courses in a "Science Semester" for Future Elementary Teachers. Interdisciplinary (99) In this project we are adapting problem-based learning and other inquiry-based approaches to create a curriculum where science and education methods are integrated ("science semester") for elementary teacher education majors. Our goal is to foster integrated understandings of science and pedagogy that future elementary teachers need to effectively use inquiry-based approaches in their classrooms. This project responds to calls to improve science education for all students (AAAS, "Science for All Americans," 1986; "Benchmarks for Science Literacy," 1993) by making preservice teachers' experiences in undergraduate science courses more consistent with reforms at the K-12 level (NRC, "National Science Education Standards," 1996; NSF, "Shaping the Future: New Expectations for Undergraduate Education in Science, Mathematics, Engineering, and Technology," 1996, NSF96-139). The senior personnel in this proposal collectively teach three science courses (biology, earth science, physical science) and an elementary science education methods course that are required for elementary teacher education (ETE) majors. A variety of active, collaborative, and inquiry-based approaches are used in these courses, but their collective impact is weakened by the lack of coordination in the students' degree programs. Presently, students take the courses in variable sequences and at widely scattered times. Too many students fail to appreciate the value of science courses to their future careers as teachers, and when they reach the methods course in the junior year they often retain little of the science content studied earlier. These episodic encounters with science make it difficult for students to learn the content, and to translate their understandings of science into effective, inquiry-based teaching strategies. To encourage integrated understandings of science concepts and pedagogy, a coordinated set of science and methods courses are being designed as a junior-year science semester. Traditional subject matter boundaries are being crossed to stress shared themes that teachers must understand to teach standards-based elementary science. The design is adapting exemplary approaches that support both learning science and learning how to teach science. Students work collaboratively on multidisciplinary problem-based learning (PBL) activities that place science concepts in authentic contexts and build learning skills. "Lecture" meetings are large group active learning sessions that help students understand difficult concepts, make connections between class activities, and launch and wrap-up PBL problems. Investigatory labs include activities from elementary science kits as launching points for in-depth investigations that demonstrate the continuity of science concepts and pedagogies across age levels. In the methods course students critically explore the theory and practice of elementary science teaching, drawing on their shared experiences of inquiry learning in the science courses. Field placements in elementary classrooms are built-in to allow students to ground their studies of science and pedagogy in actual practice. Participating faculty are collaborating with external evaluators to assess the impact of this project. The ability to plan for and use inquiry approaches depends strongly on sound understandings of science concepts, so formative aspects of the evaluation examine students' developing science content and pedagogical knowledge (e.g., conceptions of inquiry teaching). The summative aspect of the evaluation will examine whether student teachers who completed the science semester teach science differently than those who complete traditional (stand-alone) courses in science and methods. External evaluators use structured interviews of supervising teachers, survey data from the student teachers, and classroom observations of student teachers sampled from the science semester and traditional groups to examine how they conceive of and use inquiry-based approaches in their science lessons. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Fifield, Steven Henry Shipman John Madsen Deborah Allen Danielle Ford University of Delaware DE Myles G. Boylan Standard Grant 199137 7428 SMET 9178 7428 0000099 Other Applications NEC 0088534 January 1, 2001 Improving Curricula in Chemistry and Geology by the Integration of Environmentally Relevant Atomic Absorption Spectroscopy throughout Undergraduate Studies. Chemistry (12) Atomic Absorption Spectroscopy (AAS) is an indispensable tool for the quantitative analyses of trace elements critical to environmental health. To provide undergraduates with experience with environmentally relevant AAS, the Departments of Chemistry and Geological Sciences are introducing intensive, hands-on, project-oriented experiments in Instrumental Methods Laboratory, Environmental Chemistry, and Aqueous Geochemistry Laboratory. Students in the upper-division chemistry courses are also performing an analysis of lead in paint chip samples gathered and prepared by General Chemistry laboratory students. Collaboratively, the advanced and beginning chemistry students are preparing a report for the Memphis and Shelby County Health Department summarizing results and assessing the regional scope of the lead-paint risk. Students in the Quantitative Analysis Laboratory are gathering trace metal analysis data and creating a database to be used for teaching the statistical treatment of experimental data. The AA spectrometer, capable of trace-level determinations of metals such as arsenic, selenium, mercury, lead and chromium, is also becoming a significant resource for undergraduate researchers who choose environmental projects in Chemistry and Geological Sciences and for environmental courses in and interdisciplinary research with Physics, Geography, Biology, and Biomedical Engineering Departments and the Groundwater Institute. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lowy, Daniel Richard Petersen Daniel Larsen University of Memphis TN Kathleen A. Parson Standard Grant 53519 7428 SMET 9178 7428 0000099 Other Applications NEC 0088566 January 1, 2001 Integration of Liquid-Chromatography Mass Spectrometry Across the Chemistry Curriculum. Chemistry (12) Analytical methods incorporating liquid chromatography (LC) and mass spectrometry are an integral part of research in academic, pharmaceutical, and industrial research laboratories. While LC/MS is discussed in undergraduate analytical lecture courses associated with Instrumental and Quantitative analysis, undergraduates rarely obtain any "hands-on" experience with LC/MS instrumentation. We are integrating into our undergraduate curriculum three laboratory experiments, adapted from the research literature, that utilize electrospray ionization (ESI) and LC/ Ion-Trap MS as an analytical component. Chemistry majors are introduced to LC/MS in their second semester of organic chemistry where they study the reactivity of various amino acids in solid phase peptide synthesis. Undergraduate biochemistry students use ESI and LC/Ion Trap MS to measure the molecular weight of the protein glyceraldehyde-3-phosphate dehydrogenase and the masses of its tryptic fragments. Students in our instrumental analysis laboratory compare ESI and Ion Trap MS to ICP-quadrupole MS and other analytical methods for the determination of lead in the local environment. In addition, undergraduate students are using ESI and LC/ Ion-Trap MS in their research projects. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Chiarelli, Michael Alanah Fitch Daniel Celander Derek Nelson Loyola University of Chicago IL Susan H. Hixson Standard Grant 70450 7428 SMET 9178 7428 0000099 Other Applications NEC 0088576 February 15, 2001 Utilizing Geoscience Field Data and Modern Technology to Enhance Learning Outcomes. Geology (42) The Geoscience/Geography Department at New Jersey City University, an urban, culturally diverse, Hispanic Serving Institution (HSI), is modernizing its field data acquisition and interpretation capability and utilizing this to improve the quality of science education in undergraduate courses and research projects. Students are now able to use modern technology when they acquire map data and interpret field data. The implementation of this capability is promoting higher levels of experiential learning and fostering the development of creativity, resourcefulness, and critical thinking, all traits that are indispensable for survival and success in the modern workplace. While the quality and relevance of SMET education is improved for all students taking geoscience courses, future science teachers and science majors in particular are benefiting from derivative curricular modernization. Students are developing hands-on expertise with equipment and technology that they will be expected to use professionally. The equipment acquired in this project includes six new computers equipped with GIS software (for GIS lab expansion from 6 to 12 seats); three pieces of digital spatial positioning equipment (2 GPS receivers and one total station); and one digital ground penetrating radar system that is being leveraged to gain access to a full range of geophysical instruments. This new equipment has provided the basis for adapting successful exercises and projects that have been developed elsewhere for student use. Exercises and projects from Houston Community College (GPS and GIS), Western Michigan University (field geophysics), and the New Jersey Geological Survey are being adapted to suit our learning needs (in coursework and in undergraduate research) and physical limitations (geography, geology, and hydrogeology). Field and lab exercises utilizing GPS and GIS are incorporated into a number of courses, including GIS (2 courses), Structural Geology, Stratigraphy, Field Methods, and Geophysics. Field geophysics exercises are being incorporated into the NJCU curriculum as part of an expanded Geophysics two-course sequence, inserted into our Hydrogeology two-course sequence, and utilized in Field Methods. These exercises and projects also serve as catalysts for new single- and multi-discipline undergraduate research projects that are developed in geography, geology, hydrogeology, geophysics, biology, chemistry, and physics. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Montgomery, William New Jersey City University NJ Jeffrey G. Ryan Standard Grant 75064 7428 SMET 9178 7428 0000099 Other Applications NEC 0088579 July 1, 2001 Incorporation of High-Field NMR across Chemistry and Biochemistry Curriculums. Chemistry (12) The goal of this project is to enhance student understanding of NMR spectroscopy through increased laboratory experiences in both the chemistry and biochemistry curriculums. A 300 MHz Fourier Transform Nuclear Magnetic Resonance (FT NMR) spectrometer and additional copies of NMR processing software have been obtained to achieve this goal. Additional coverage of NMR, needed to keep pace with current trends, is being added to five courses or course sequences: (1) introductory (sophomore) organic chemistry; (2) inorganic/organic synthesis; (3) biochemistry; (4) advanced analytical chemistry; and (5) undergraduate research. To achieve the stated goals of the proposal, NMR theory and practice is being incorporated at two levels. At the first level, all chemistry, biology, and biochemistry students are being introduced to 1-D and 2-D NMR experiments in the introductory organic chemistry sequence. New experiments from the literature (chemical education and research) are being adapted and implemented. At the second level, chemistry and biochemistry majors in subsequent courses are conducting additional NMR experiments relevant to their areas of interest. NMR experiments from the literature are being adapted and implemented into these five courses as well. Other suitable experiments, most notably in the biochemistry area, are being developed in the Department. Once complete, these experiments will be made available to others through adequate dissemination methods. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Andersh, Bradley Kurt Field Edward Flint Max Taylor Michelle Fry Bradley University IL John D. Dwyer Standard Grant 100900 7428 SMET 9178 7428 0000099 Other Applications NEC 0088580 January 1, 2001 Web-Based Coaching for Team Skill Development in Engineering Design Courses. Engineering - Other (59) TeamCoach is a web-based interactive coaching system designed specifically for engineering student design teams. TeamCoach consists of two components: (1) a CD-ROM designed to provide simulated scenarios of issues relevant to the student team's current situation allowing the student to model, practice and receive feedback and (2) a 'smart' internet program designed to record information about individual team preferences and team compositions in order to generate training material specific to each individual on a specific team at a specific stage of development. This research advances current training methodologies by allowing students to practice and receive feedback in private 'role-play' scenarios that are customized to the specific individual and team composition. This methodology also provides documented team skill acquisition for assessment purposes. TeamCoach provides diagnostic assessment and feedback to the teams on an ongoing basis. Summative evaluation questions addressed in this study are: (1) Is there a difference (pre/post) in the ways that students understand and value teamwork? (2) What do students perceive as the critical issues facing their team? (3) How effective are the teams in analyzing their current functioning and making appropriate corrections? (4) Do students demonstrate a measurable change in the identified skill set? The results from this research project are being disseminated through the ASEE Annual Conference, journal articles and a user's group web-site where results, trial training modules, ideas for potential training modules and additional research questions are posted. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR O'Connor, Sheila Don Malzahn Wichita State University KS Russell L. Pimmel Standard Grant 74260 7427 SMET 9178 7427 0000099 Other Applications NEC 0088582 January 1, 2001 Integration of NMR Spectroscopy into the Undergraduate Chemistry Curriculum. Chemistry (12) Nuclear magnetic resonance (NMR) spectroscopy has attained a preeminent position as a tool for use in chemistry and related fields, such as biochemistry, molecular biology, pharmaceutics, and medicinal chemistry. The closely related discipline of Magnetic Resonance Imaging (MRI) extends the reach of this technology into such fields as clinical medicine and material science. Thus, it is important that undergraduate students entering any of these fields be given a clear understanding of the principles basic to NMR. It is doubly important that students who go on to teach physical science at the secondary or post-secondary level should have a firm grounding in this technology. However, meeting this need for a class of several hundred sophomore organic chemistry students is a daunting task, Nevertheless, our Chemistry Department is supporting an initiative to expose all students taking chemistry to sophisticated equipment of the types they are likely to encounter in their future careers. An NMR spectrometer consisting of an existing 9.4 Tesla magnet, a new 400 MHz console, sample handling robot, pulsed-field-gradient system, pulsed-field-gradient probe, and shim system is serving as the basis for this initiative. The host workstation of this spectrometer is connected to the LAN via ethernet. Given this level of automation, a throughput of hundreds of samples per week is entirely realistic. The step that is not being rushed is the interaction of the student with the data. Each student spends as much time as desired processing, examining, and incorporating the data into laboratory reports. Appropriate NMR experiments are being modified from those available in the literature and are being integrated into the large sophomore organic chemistry course, further extending the model at Florida State University for using an NMR in large classes. In addition, the NMR is being used in the qualitative organic chemistry, advanced analytical chemistry, advanced physical chemistry, and biochemistry courses, and by students involved in undergraduate research. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Poulter, C. Frederick West Charles Mayne University of Utah UT Susan H. Hixson Standard Grant 149501 7428 SMET 9178 7428 0000099 Other Applications NEC 0088586 January 1, 2001 Meeting the Needs of All General Chemistry Students: Computers and Interfaced Analytical Probes in the Laboratory. Chemistry (12) General Chemistry laboratories often consist of traditional experiments with fill-in-the-blank data sheets. Acquisition of 16 computers, each interfaced to a set of Vernier data acquisition probes, will up-grade the General Chemistry laboratories with modern instrumentation which will enable all General Chemistry students to focus on the discovery of critical concepts and the interpretation of data rather than on mathematical algorithms and data collection. The goals of the project are: 1. to increase student interest in chemistry; 2. to expose students to modern equipment and techniques at the General Chemistry level; and 3. to improve student understanding of concepts and develop critical thinking skills. Four courses are currently taught at the General Chemistry level: Chemistry 1040 -Environmental Chemistry, for non-science majors; Chemistry 1140 - Introduction to General and Organic Chemistry, for allied health majors; and Chemistry 1145/1146 - Introduction to General Chemistry, for science majors. This diverse group of students, representing nearly every academic department on campus and totaling more than 1000 students for the last academic year, will benefit from early exposure to instrumentation and the new focus in the laboratory portion of the General Chemistry courses. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Koehler, Brian Jessica Orvis Georgia Southern University Research and Service Foundation, Inc GA Elizabeth M. Dorland Standard Grant 69677 7428 SMET 9178 7428 0000099 Other Applications NEC 0088591 May 1, 2001 Implementing the Professional Decision Making Process Across a Curriculum. Engineering - Mechanical (56) This project aims to dramatically improve the ability of engineering students to solve practical problems by adapting the Professional Decision Making (PDM) process developed by Charlie Wales and his colleagues. The PDM process was taught to freshman and when these students were compared to a control group, the PDM-trained students showed an increase in GPA of 25% and an increase in graduation rate of 32%, suggesting the PDM process is very effective. We are adapting and implementing the PDM process in engineering science courses and in five design courses that span our curriculum, simultaneously adapting and implementing pedagogical methods from the education community. To facilitate the implementation, we are developing curriculum materials on both the PDM process and on appropriate pedagogy delivered using the web. To facilitate best-practice pedagogy, our team includes a master educator from the college of education. This project is providing knowledge of (1) the value of teaching a global problem solving method across a curriculum, (2) pedagogy for teaching problem solving to diverse and developing learners, (3) methods for facilitating teaching of a common problem solving approach, and (4) methods for vertically integrating a curriculum. EXP PROG TO STIM COMP RES CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Elger, Donald E. Clark Lemmon Steven Beyerlein Terry Armstrong Ronald Smelser University of Idaho ID Russell L. Pimmel Standard Grant 199926 9150 7428 SMET 9178 7428 0000099 Other Applications NEC 0088594 January 1, 2001 Increasing Student and Faculty Participation in GIS Education: Envisioning Spatial Data. Interdisciplinary (99) This project increases awareness of, interest in and competence at applying Geographic Information Systems (GIS) across a range of disciplines at Richard Stockton College. It addresses a growing need for college graduates who can apply GIS technology to diverse fields. To bring more students to GIS education, we are: 1) increasing awareness among faculty and students of the general and discipline-specific capabilities of GIS and the opportunities in their fields, 2) training faculty to use GIS in their own teaching and 3) teaching students basic geographic and spatial concepts needed to understand GIS and its applications in their particular fields. We are educating the college community about GIS via a demonstration-workshop series to introduce students and faculty at the College to the ways in which spatial data and information contribute to understanding the world and to diverse academic disciplines. We are training faculty via faculty workshops which include a basic introduction to GIS, followed by an individual project in the faculty member's discipline. GIS-trained student mentors assist faculty with projects. Students from many disciplines need an introduction to basic spatial and geographic concepts before beginning GIS. We are developing a laboratory-based, self-paced gateway course in Stockton's General Studies program adapting courses from other institutions and from Stockton, following guidelines of the National Center for Geographic Information and Analysis (NCGIA). Evaluation and dissemination are key at each stage of the project, highlighted by several visits by outside consultants and by development of the demonstration- workshops as a distance-learning course. This project addresses diversity issues by appealing to non-traditional students. It includes teacher education as one of the key disciplinary areas. Close ties to Stockton's GIS center allows students to become involved in research and independent projects and to pursue advanced certification in GIS. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Cromartie, William Curtis Thomson Weihong Fan Nancy Ashton The Richard Stockton College of New Jersey NJ Mark James Burge Standard Grant 166766 7428 SMET 9178 7428 0000099 Other Applications NEC 0088605 September 15, 2000 Efficient and Inexpensive Source of Entangled Photons For The Undergraduate Physics Laboratory. Physics (13) Entanglement of particles is one of the most strikingly non-classical features of quantum mechanics and gives insight into the questions of quantum measurement and quantum nonlocality. In addition, schemes to exploit entanglements have applications in cryptography, communication and computation. Due to their high cost, controlled sources of entangled particles have historically been limited to the research laboratory. Recently, advances in downconversion source efficiency have opened the possibility of generating entangled photons at undergraduate institutions. This project will adapt these new techniques to the undergraduate physics laboratory to develop a relatively low-cost downconversion source. An immediate application of the source will be the demonstration of quantum nonlocality by violation of Bell's inequalities. This work will actively involve undergraduates at Reed College and will introduce into the undergraduate laboratory curriculum concepts and technologies from a very active research field. The source that we develop will be usable at a variety of undergraduate institutions. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Mitchell, Morgan Reed College OR Duncan E. McBride Standard Grant 13075 7428 SMET 9178 7428 0000099 Other Applications NEC 0088609 April 15, 2001 Adaptive Physics: Engaging Diverse Learning Styles in the Lab. Physics (13) The Physics Department at Portland State University, in collaboration with the School of Education, is transforming its Teaching Methods course and General Physics laboratory courses in order to improve (1) student learning of physics principles and practice, (2) pedagogical preparation of General Physics graduate teaching assistants and lecture faculty and (3) recruitment of physics majors into a teaching track. To better attend to Portland State's diverse urban student audience, the project addresses improved student learning in the labs by consolidating varied learning styles rather than relying solely on one method, such as the traditional cookbook format that has been implemented in the past. The revised lab courses incorporate modern instructional resources that encourage active exploration of physics concepts. Specifically, in the past year, the department has begun to include in Fall term lab the Socratic Dialogue Inducing techniques from Richard Hake of Indiana University and Physics by Inquiry components from Lillian McDermott's group at the University of Washington. These ideas are being be phased into the other two quarters as the project progresses. In addition, the project plans to incorporate Real-Time Physics lab curricula from David Sokoloff et al. The environment in which these complementary elements are being implemented is adapted from David Gosser's Workshop Chemistry Project (CCNY). An integral part of that project is the weekly teaching assistant meeting/seminar with professor partners wherein issues such as dominant and passive students, weak and strong students, gender and race, and collaborative learning are discussed. Such discussions, along with group leadership training and clinical interviews, constitute the principal improvements to the Teaching Methods course that is currently required of all graduate teaching assistants who supervise lab sessions. One of the most important efforts of the proposed project is fostering a closer connection between the General Physics lab and lecture courses by sponsoring two-day summer workshops in which lecture professors and teaching assistants discuss goals and teaching methods, and lecture professors will have the opportunity to examine the lab setups and experiment with them. In order to ensure continuing dialogue, similar two-hour meetings are arranged at least once per quarter at mid-term. The department, with the strong support of all physics faculty members, has begun and plans to continue developing the laboratory courses along these lines in the coming years with the expectation that all students will begin to experience the excitement of science and that both students and teachers will be better prepared and motivated to solve world problems in a cooperative way. As a result of the teaching methods course that will devote special attention to questions of diverse learning styles, resulting in better modeling of good teaching by the graduate assistants, it is expected that more undergraduate students will be drawn to the teaching of science as a respectable and rewarding career. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Halka, Monica Erik Bodegom Ronald Narode Portland State University OR Duncan E. McBride Standard Grant 82932 7428 SMET 9178 7428 0000099 Other Applications NEC 0088613 February 15, 2001 Integrating Modern Communication Technologies Into A Strength of Materials Course. Engineering - Civil (54) In this project, we are developing multimedia teaching modules on concrete, steel and wood for a course in strength of materials. Modern communication technologies that include interactive animations, sound, graphics and virtual laboratories are used to educate both undergraduate students and the relevant community (homeowners, building contractors, etc.) on the properties and use of concrete, steel and wood. The modules feature active learning through interactive animations, electronic quizzes and interactive problem solving. Using the Internet, the laboratory exercises are made available at remote locations. The benefits of these modules include enhanced learning, retention and transfer of learning, and improved connection between theory, experiments and applications. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Budhu, Muniram University of Arizona AZ Russell L. Pimmel Standard Grant 135999 7427 SMET 9178 7427 0000099 Other Applications NEC 0088619 May 1, 2001 Integrating Laboratory Practices and Undergraduate Research to the Power Engineering Curriculum. Engineering - Electrical (55) The Power Engineering Group at the University of Puerto Rico is integrating laboratory practices within courses in order to illustrate fundamental concepts of the course, and is increasing opportunities for undergraduate research in power engineering to spark student interest and desire for scientific exploration. The effort draws substantially on successful learning tools developed at other power engineering programs, and adapts these tools to tailor a program based on learn-by-doing and cooperative learning concepts. Notably, the PowerLearn multimedia modules for power system education, as showcased at a 1999 NSF Workshop, are utilized. These experiences are improving student learning and ensure that there will be qualified professionals to meet the ever-growing energy demands of the U.S. and Puerto Rico. New instrumentation for the study of power system components is being used to implement these strategies, and is combined with the Electric Machines laboratory to form the new Energy Systems Instrumentation Laboratory (ESIL). The ESIL provides both students and professors an environment to explore engineering ideas and concepts, fundamental principles as well as current issues and new research areas in power engineering. Activities and resources at ESIL motivate students to learn more about energy principles, cultivating a desire for life-long learning. Professors are able to combine teaching and research, and develop new teaching methods for the improvement of undergraduate education. Activities at ESIL include traditional laboratory practices, laboratory practices integrated within courses, undergraduate research projects, demonstrations, seminars and short-courses. The use of technology and collaborative/cooperative learning techniques is a key element at ESIL. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR O'Neill-Carrillo, Efrain Miguel Velez-Reyes Lionel Orama University of Puerto Rico Mayaguez PR Russell L. Pimmel Standard Grant 81451 7428 SMET 9178 7428 0000099 Other Applications NEC 0088626 January 1, 2001 A Unified, Field Based Ecology Curriculum for Undergraduates. Biological Sciences (61) This project establishes a model for adapting and implementing ecological research methodologies traditionally restricted for use in the research laboratory to an integrated, field-based ecology curriculum. This new curriculum involves undergraduate students (freshman to seniors) in state-of-the-art research in population, community and ecosystem ecology. The core of this project is a new field-based quantitative laboratory course for General Ecology, a required course in which students conduct research along a 3000m elevational gradient spanning desert to tundra ecosystems as a natural experiment. Additionally, this project enhances other introductory biology courses by adding field exercises along the gradient which introduce students to the experimental system they revisit more comprehensively in General Ecology. The project also adds advanced exercises involving the gradient to existing laboratories of a number of upper division courses in ecology including Entomology, Plant Physiology, Mammology, Microbial Ecology, Ecosystem Ecology, Stable Isotope Techniques, and Field Ecology. Thus, this project substantially revises and provides a unifying theme to the ecology curriculum in that students visit the same sites in different courses and in different years. Students learn how the same systems and gradients can be approached from different perspectives and used to address some of the major ecological, environmental and conservation challenges of our time. Through this project, equipment has been purchased and curriculum has been developed to promote active student involvement in integrated research in ecology. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hungate, Bruce Thomas Whitham Neil Cobb George Koch Northern Arizona University AZ Katherine J. Denniston Standard Grant 100000 7428 SMET 9178 7428 0000099 Other Applications NEC 0088630 December 1, 2000 Equipment for a Chemistry and Physics Curriculum in Semiconductor Processing and Characterization. Chemistry (12) In 1998, a pilot program in which chemistry and physics majors were exposed to semiconductor processing, integrated circuit fabrication, and device characterization was begun. The goal of the new curriculum was to prepare physics and chemistry majors for constructive participation in an industrial internship program, and ultimately for productive careers in the semiconductor manufacturing industry. The program clearly illustrated to the students the means by which basic chemistry and physics are essential to the preparation of integrated circuits. This pilot program was an overwhelming success, partly indicated by the fact that all student participants were offered permanent positions as process engineers by semiconductor companies located in Oregon. An essential component of this new program is the laboratory that is providing hands-on exposure to technologically important techniques not traditionally covered in undergraduate physics or chemistry curricula. The funds from the NSF-CCLI program are allowing the further development of this laboratory by the addition of a mask aligner, probe stations, and other measurement equipment. The project shares with the Division of Undergraduate Research the goal to prepare students for the technological workplace and to provide more effective linkages between higher education and industry. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Johnson, David James Hutchison Mark Lonergan University of Oregon Eugene OR Iraj B. Nejad Standard Grant 74649 7428 SMET 9178 7428 0000099 Other Applications NEC 0088633 September 1, 2000 Thermal Analysis Across the Undergraduate Chemistry Curriculum. Chemistry (12) Thermal analysis involves monitoring the behavior of a compound as a function of temperature, and techniques such as differential scanning calorimetry (DSC) and thermogravimetric analysis (TGA) are used extensively as characterization tools in materials science research. We are adapting experiments from the research and educational literature and are developing new experiments, all of which utilize thermal analysis techniques that can be carried out using our new DSC and TGA instruments. These experiments are being implemented in laboratory courses across our chemistry curriculum (organic, physical, inorganic, polymer, and biochemistry). For example, students determine the kinetic parameters associated with polymer degradation using TGA in physical chemistry, and analyze protein denaturation using DSC in biochemistry. Our goal is to have students gain experience with thermal analysis techniques, and develop an appreciation for the applicability of these techniques to a wide range of problems. Students also are using the DSC and TGA instruments in their undergraduate research projects. Evaluation of the project is occurring in a number of ways, including pre- and post-exposure assessment in the affected courses, and compilation of data from exit interviews of our senior majors. Procedures for the new experiments are being made available on the internet, and tested experiments also will be published in the appropriate journals. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Scharrer, Eric Kenneth Rousslang Anne Wood Johanna Crane Curtis Mehlhaff University of Puget Sound WA Susan H. Hixson Standard Grant 36839 7428 SMET 9178 7428 0000099 Other Applications NEC 0088634 May 15, 2001 BCC Geographical Information Systems Technology Program. Geology (42) Burlington County College (BCC) of New Jersey is adapting, enhancing, implementing, and disseminating a geospatial technology program. To accomplish this goal, BCC is drawing upon the experiences and knowledge of geo-spatial technology curriculum projects at: San Mateo Community College of California, Lewis and Clark State College of Idaho and Brevard Community College of Florida. BCC is also utilizing the expertise of an Advisory Board and community based program partners: Burlington County Federal Soil Conservation District, Burlington County Data Processing Center, Rutgers University Geomantics Program, and Ann Johnson of ESRI. BCC is offering the following: An interdisciplinary Geospatial Technologies Associate of Applied Science (A.A.S.) degree program and Geospatial Technologies Certificate Program that consists of a sequence of introductory courses in geographic information systems (GIS), global positioning systems (UPS), and remote sensing (RS) at the two-year college level. Interdisciplinary courses in natural resources management, human ecology, and statistical and mathematical modeling that emphasize the application of geospatial technologies to a broad range of issues such as sustainable population growth, land use management, transportation route planning, and water-quality management. Experiential education opportunities that place students in meaningful and productive roles as technicians and researchers within the local community as part of community/campus course project teams or as interns, volunteers, and employees. Strategies to build faculty and staff capacity in GIS technology. . CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Zamkotowicz, Marc Burlington County College NJ Jeffrey G. Ryan Standard Grant 70811 7428 SMET 9178 7428 0000099 Other Applications NEC 0088635 December 15, 2000 Connecting Physiological Systems and Human Movement Using Multimedia Tools. Biological Sciences (61) The complexity of human movement has led to teaching practices that compartmentalize physiological systems. Current research has identified the need to take a more integrated approach when solving problems by accounting for interactions between physiological systems. This project is adapting innovative research tools and implementing problem-based pedagogical strategies from the science education literature that enable undergraduate Kinesiology students to discover and develop a clearer understanding of how human physiological systems interact to achieve human movement. Equipment is being acquired to create hands-on inquiry based laboratory experiences that focus on muscle metabolism and force generation in relation to human movement. Web-based software, multimedia, computational tools, and technical expertise is being used to create a student friendly interactive interface that enables students to explore real world problems, make multilevel connections between concepts, and think laterally through self-directed manipulation of multimedia source data and physiological system simulations. The integration of experimentation and multimedia tools in the curriculum engages the students in real world problem solving and enables the students to apply scientific principles, discover relationships using inquiry based experimentation, and critically assess and communicate the implications of the results. Students solve problems independently, as a group and with community groups and gain multimedia, computational, communication, and literacy skills through their interaction with instructional technology. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR McNitt-Gray, Jill Lorraine Turcotte University of Southern California CA Terry S. Woodin Standard Grant 119163 7428 SMET 9178 7428 0000099 Other Applications NEC 0088638 June 1, 2001 Student Stewardship of Laboratory Learning: Implementing Inquiry-Based Imaging Investigations. Biological Sciences (61) In an effort to engage students in critical thinking and to encourage them to act as independent investigative scientists, the department of biology has increased the amount of laboratory time devoted to investigative work and interpretive data analysis across the curriculum. A series of investigative labs with a particular focus on digital data collection are being developed and implemented in a number of biology courses including cell biology, organismal biology, histology, introductory biology and ecology. The long-term process of data collection, photodocumentation and on-going data analysis common to the research environment is being adapted to the needs of inexperienced undergraduates and implemented across the biology curriculum. Eight digital imaging workstations have been purchased and are being utilized by students to collect static and moving images and to facilitate complex data analysis. In addition, students use these workstations to create and maintain digital and print portfolios which reflect the student's undergraduate laboratory experiences and summarize connections between the student's experiences in a variety of courses. The portfolio enhances student ownership of the laboratory experience and increases retention of material from one course to the next. Senior portfolios are evaluated by a committee and five portfolios are selected each year for posting on the World Wide Web. In addition to serving biology majors, this project serves pre-service teachers and in-service teachers through workshops that model inquiry-based instruction, enhance faculty skill in microscopy and image capturing, and integrate the use of technology in education. Partnerships with Native American K-12 students, in-service teachers, and pre-service teachers are centered around the development of pictorial field guides of indigenous plant and animal species thus demonstrating the use of technology in education. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Staub, Nancy Peter Pauw Gonzaga University WA Jeanne R. Small Standard Grant 99949 7428 SMET 9178 7428 0000099 Other Applications NEC 0088646 May 1, 2001 Project INSPIRE: Investigations in Science for Pre-service Teachers: Promoting and Producing Inquiry-based Relevant Exercises. Interdisciplinary (99) In the Fall of 2001 the Division of Sciences and the Division of Education at Keene State College instituted a new degree program. This degree program, called the General Science Degree, provides approved New Hampshire certification in Elementary or Middle School Science. Three capstone courses were created for this degree: The Web of Science I, The Web of Science II, and Phenomenal Science. The objectives of this project are to expose K-8 pre-service teachers to the discovery and inquiry approach of teaching science to elementary and middle school children. The objectives are achieved by adapting exemplary materials to the capstone courses. Designing Inquiry Based Courses in Mathematics and Physics developed by Aubretch and McEnnis at The Ohio State University and the Kites Project developed by Knisely and Kowalczky are adapted in the Phenomenal Science. Furthermore, Full Option Science Systems (FOSS) developed by Lowery at UC Berkley, NSRC/STC developed by Worth and Sandler, and Insights developed at the Educational Development Center are adapted in the Web of Science I and II. It is not uncommon for elementary teachers to avoid teaching science, a goal of the project is to help break this pattern and to free them from relying solely on textbooks for instruction. In addition to science content, these courses provide pre-service teachers with hands-on experience with discovery and inquiry based activities where students interact as "scientists" in cooperative groups. The pre-service teachers, and consequently their students, learn to question, share ideas, experiment, observe, predict, keep records, and explain ideas with evidence. Students learn that science is not just a collection of facts and new vocabulary, but also a process of inquiry and discovery. They develop productive scientific attitudes and scientific thinking with skills that spill over into other aspects of the curriculum, including reading and mathematics. After the pre-service teachers have internalized both the content and the pedagogy of discovery and inquiry based activities, they then take these adapted and modified lessons to local schools. The project directly addresses the themes of enhanced student learning, faculty development and integration of technology into education. After completing these three courses, pre-service teachers are able to plan effective inquiry based lessons. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Jean, Sally J.Russell Harkay Frederick Wolf Keene State College NH John R. Haddock Standard Grant 148657 7428 SMET 9178 7428 0000099 Other Applications NEC 0088650 February 1, 2001 Laboratory Investigations in Neurobiology Course. Biological Sciences (61) This project is developing and implementing a Laboratory Investigations in Neurobiology (LIN) course. This course is providing undergraduate students with a hands-on, inquiry-based experience in modern neurobiological techniques. This course addresses a widespread problem of overcoming "conceptually difficult" material in neuroscience that can be experimentally addressed by students. The course provides students an opportunity to develop technical skills that will lead directly to increased educational and occupational opportunities. The LIN course complements an existing lecture course in neurobiology and provides an inter-disciplinary link for undergraduate students in other departments. The primary objectives of the project are: 1) acquisition of fundamental knowledge and technical skills, including data analysis and report writing, in an active, inquiry-based learning environment; 2) application of acquired knowledge and technical skills to design and test hypotheses based upon a background of primary literature in neuroscience; 3) access to neuroscience training within the biology curriculum for a large population of underrepresented students at the university; 4) make a significant contribution to faculty and curriculum development. These goals are being achieved by the development of a LIN course in which students first acquire fundamental skills and knowledge and then apply these skills to develop an independent project suitable for presentation to the scientific community. The topics covered include nerve cell bioelectricity, sensory and motor neurophysiology, neuroanatomy and neurotransmitter identification. The modules to be developed are adaptations of experimental protocols published in commercially available lab manuals. The expected outcome of this project is a new laboratory course with a detailed, student-centered laboratory manual for future use in the course. The results of the project will be disseminated via a CSUH website and presentations at national meetings. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hedrick, Michael California State University, East Bay Foundation, Inc. CA Terry S. Woodin Standard Grant 30826 7428 SMET 9178 7428 0000099 Other Applications NEC 0088653 February 1, 2001 Acquisition of Equipment for Development of a Bioprocess Engineering Laboratory. Engineering - Chemical (53) This project is adapting and implementing a Bioprocess Engineering Laboratory (BEL) which is helping to integrate the education of science and engineering students and provide them with the expertise necessary to be hired by the biotechnology industry. The curriculum is an adaptation of that developed at the University of California at Davis (NSF ILI-LLD) by Dr. Karen McDonald, with modifications to both the laboratory and multi-disciplinary team development components of the curriculum. Specifically, the latest developments in process technology utilized by pharmaceutical and other biotechnology industries are being added to the laboratory course, and additional courses in Microbial Physiology, Bioinformatics and Biochemical Engineering are being developed to enhance the interface skills between science and engineering students. The objectives of the project are to: utilize industry participation to develop the experimental components of the BEL; facilitate the utilization of engineering/scientist student teams in five courses; develop ten bioprocess engineering experiments (for the two laboratory courses); develop five demonstrations for biochemical engineering, biochemistry and microbiology courses; assess the effectiveness of the BEL in meeting the stated goal. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Komives, Claire Melanie McNeil Roger Biringer Sabine Rech San Jose State University Foundation CA Roger Seals Standard Grant 175000 7428 SMET 9178 7428 0000099 Other Applications NEC 0088654 April 15, 2001 The Biotechnology Emphasis: Integrating Research into Education to Build a Learning Community. Biological Sciences (61) In 1998 we initiated the biology/chemistry double major with a biotechnology emphasis that introduces students to research-based experiences and culminates in a senior research experience. Unfortunately, many students have had difficulty transitioning from the lower level courses to the upper level courses that require a greater level of independence in the laboratory. In order to develop a stronger, more comprehensive program, we are now adapting the Project Kaleidoscope model and curricular materials from Ferris State University and Bates College to our courses in biotechnology. Utilizing the principal investigator system of investigative labs, we are integrating authentic research experiences and creating a community of scholars beginning in the first courses of the program. Courses are being designed to foster the sequential development of undergraduates by employing laboratory exercises that build upon one another from course-to-course and year-to-year. Five sophomore and junior level courses including plant physiology, cell biology, vertebrate systems, biochemistry I and biochemistry II are being revised to incorporate faculty research interests and to involve students in independent research projects much earlier in their academic career. This provides students a more comfortable transition from investigative laboratories to full research driven laboratories. In each course, students use sophisticated instruments to collect and analyze data and ultimately present their results to each other and the scientific community. In order to develop an enhanced sense of community we have developed an annual Biotechnology Welcome experience, a Biotechnology Awards Banquet, and Biotechnology Discussion and Advising Groups. These opportunities mimic professional meetings and informal scientific exchanges and allow students to interact with each other and with the faculty members in the program on a more consistent and less formal basis. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Wallert, Mark Chris Chastain Shawn Dunkirk Joseph Provost Ellen Brisch Minnesota State University Moorhead MN Jeanne R. Small Standard Grant 77395 7428 SMET 9178 7428 0000099 Other Applications NEC 0088657 May 1, 2001 Collaborative Research--Visualizing and Exploring United States Urban and Rural Social Change, 1790-2000: Interactive Multimedia and Web Based Tools. Sociology (86) This is collaborative project at CUNY-Queens and UCLA. It is developing multimedia and web-based visual and map enabled software tools that will depict the growth and change in two major metropolitan areas in the United States, New York and Los Angeles. It builds upon a project that created web-based map enabled tools to examine change in New York City from 1910 using Census and other data, in a way that eases faculty creation of curricular exercises and experiences for students and others. The web component is being augmented by multi-media tools developed at UCLA that allow the visualization of virtual neighborhoods, as well as easy access to text, pictures, and video images to illustrate a variety of important sociological concepts and themes. These virtual neighborhoods make it possible to incorporate 3-D animation with realistic environments creating an interactive urban context composed of representative buildings, landmarks, and neighborhoods of the geographic area. The current neighborhood is simulated, and then it is recreated for several earlier periods. The students are able to "visit" and explore these neighborhoods and, using the mapping software, understand how these specific neighborhoods "fit" into the wider area of New York or Los Angeles, while exploring transportation or ethnic and racial change, for example. CUNY and UCLA are developing these complementary tools in common and distributing them widely over the web, by CD-ROM, and in unison with an undergraduate textbook we are publishing: "New York and Los Angeles: Politics Society and Culture," forthcoming from the University of Chicago Press in mid to late 2002. Students and others can use these materials to examine and understand the dramatic changes in population, race, ethnic ancestry, family status, housing and living conditions, and income and wealth that have occurred in these two major metropolises. Related exercises that are being developed allow students to compare and contrast the growth of the two regions, to explore the changing patterns of economic and ethnic inequality, and to study the immigration history of New York and Los Angeles and the migration paths of recent immigrant groups in the cities and the suburbs. Other exercises are focusing on occupational structure, educational systems, social welfare, riots, and the location and situation of those in the artistic fields in the two regions. (We are also exploring how to generalize these tools to other locales.) The materials are being pilot tested at the PI's home campuses and in courses at a variety of other colleges and universities in the United States. Workshops scheduled at professional meetings and at CUNY and UCLA are assisting faculty at other institutions in using these materials. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Halle, David University of California-Los Angeles CA Myles G. Boylan Standard Grant 204913 7427 SMET 9178 7427 0000099 Other Applications NEC 0088658 May 15, 2001 Modern Laboratory Experiments for the Advanced Undergraduate Physics Curriculum. Physics (13) This project involves a major upgrade to the Advanced Undergraduate Physics Laboratory at Caltech. Specifically, six new experiments are being developed -- The Integer Quantum Hall Effect, Superconductor Phase Diagrams, Heat Capacity, Nuclear Magnetic Resonance, Optical Pumping, and Gamma-ray and X-ray spectroscopy. Each of the experiments is adapting the work of both classic papers in the research literature and contemporary applications to the undergraduate lab. The first three experiments are completely new and are designed to add condensed matter experiments to the course. These experiments are all performed in a commercial cryogenic apparatus that is well suited for undergraduate teaching. The last three experiments are major upgrades of existing experiments, aimed at injecting more modern experimental techniques and equipment into the lab. In all cases the experiments are designed to demonstrate modern physics and experimental techniques that provide a useful learning experience for the student. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Libbrecht, Kenneth Eric Black California Institute of Technology CA Duncan E. McBride Standard Grant 86124 7428 SMET 9178 7428 0000099 Other Applications NEC 0088662 April 15, 2001 Development of Alaska Earth Systems Field School. Earth Systems Science (40) This project is responding to the needs of undergraduates and K-12 teachers by introducing a more hands-on, inquiry-based, field-oriented, interdisciplinary science courses into an Earth Systems Field School. This 6-week summer course in the Subarctic and Arctic environments of Alaska uses three two-week modules focusing on coastal, boreal, and tundra ecosystems in sites such as Prince William Sound, the Chugach Mountains, and Denali National Park. The Field School is generating new excitement about interdisciplinary, hands-on science and is promoting ongoing faculty teamwork and collaboration across science disciplines and departments. The lessons learned from the adaptation project are being disseminated over the internet and through the Project Kaleidoscope network. Adapting the Columbia Earth Systems Field School provides an exemplary, proven model of interdisciplinary, inquiry-based learning. This model teaches students to understand landscapes in an integrated fashion, by using the disciplines of ecology and geology together and witnessing their dependence on each other. Students build their own conceptual and numerical models of ecosystem processes by collecting field data and using it to test models. They are learning techniques for mapping, identification, description, and analysis, all within the context of understanding current environmental problems. The conceptual framework of the Earth Systems Field School is being piloted the summer of 2001. The full six-week program is being offered in summer 2002. The program builds on existing course offerings, research programs, and community partnerships. In addition to transporting the curriculum from desert to taiga, the project is vigorously adapting the curriculum to better serve K-12 teacher candidates (and non-science majors generally) and equipping them with transferable science literacy and science enthusiasm. The program is also being restructured to increase its accessibility to older students who make up a large proportion of the University of Alaska's student body and to Alaska Natives who are underrepresented in the preK-12 and liberal arts student populations. TEACHER PREPARATION PROGRAM DUE EHR Colt, Stephen Frank von Hippel University of Alaska Anchorage Campus AK Elizabeth Teles Standard Grant 69011 7348 SMET 9178 7348 0000099 Other Applications NEC 0088668 May 1, 2001 Electronic Laboratory Guide for Microbiology Instruction. Biological Sciences (61) Although research suggests that investigative laboratories are more effective in teaching science process skills and in achieving higher order learning than are traditional cookbook laboratories, and even though microbiology is especially suited to investigative laboratories, microbiology laboratory manuals are generally quite traditional. This may be because laboratory skill acquisition is central to the microbiology laboratory. We are developing a multimedia electronic laboratory guide that provides students with a "first exposure" to new laboratory techniques outside of class time. The guide is not a laboratory manual, but an integrated, hyperlinked presentation of essential methods and equipment used in microbiology laboratories. The guide is used to introduce new, investigative, laboratory activities into the courses on our campus. Video clip demonstrations of many basic techniques and instruments are being incorporated into a web-based electronic guide that contains, in addition to the videos, information about the theory behind basic laboratory practice and techniques, helpful hints related to laboratory methods, safety instructions, and questions to assess student readiness to perform the technique in the laboratory setting. Our institution is a Hispanic Serving Institution, with a majority of students of color and a large proportion of first generation college students. We feel that this application of instructional technology increases students' confidence in their laboratory skills, their willingness to work independently, and their ability to perform successfully in the laboratory setting such that they can focus more on the research and the data and less on the mechanics of performing basic laboratory techniques. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Harding, Ethelynda Alice Wright Candace Egan California State University-Fresno Foundation CA Herbert Levitan Standard Grant 73286 7427 SMET 9178 7427 0000099 Other Applications NEC 0088669 February 15, 2001 Molecular Structure and Function in an Undergraduate Curriculum. Biological Sciences (61) Understanding biology at the molecular level is a daunting challenge for many students because it is abstract and not tangible. They are asked to make inferences about systems with which they have no experience and to provide answers to questions they have never asked. We are developing an inquiry-driven approach to help make the molecular world real and relevant to students, including those whose interests and career goals may lie outside the sciences. Our approach is based on the integrated use of computer visualization software and unique, 3-dimensional physical models of proteins, nucleic acids, and other biomolecular structures created by state-of-the-art rapid prototyping technology at the Milwaukee School of Engineering. These physical models are used by students to make predictions about structure-function relationships that can then be tested experimentally. We are carrying out a multi-level evaluation of the synergy of physical and computer modeling to enhance student understanding of molecular structure/function relationships. This project builds upon the success of a CCLI proof-of-concept grant awarded to the PI and his co-workers to test this approach in a limited set of undergraduate biology and chemistry classrooms. We are now broadening the spectrum of educational settings in which this approach being field-tested, to include test sites that are diverse in terms of (i) institutions, ranging from a large research university (UW-Madison) to small liberal art colleges, a private engineering school, and a 2- year technical college, (ii) course diversity, including chemistry, biology, biochemistry, molecular biology and integrated science, (iii) level of instruction and diversity of student populations, ranging from introductory courses for majors and non-majors to advanced courses for biology and chemistry majors. This project also provides faculty development through participation in the design and construction of physical models specific to course needs and the sharing of their classroom experiences in an annual summer workshop. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Herman, Tim Michael Patrick Jacqueline Roberts Milwaukee School of Engineering WI Jeanne R. Small Standard Grant 437371 7427 SMET 9178 7427 0000099 Other Applications NEC 0088676 May 1, 2001 Ultraviolet and Visible Spectroscopy in the Chemistry and Biology Undergraduate Curricula. Chemistry (12) Biological Sciences (61) The primary objectives for this project are to enhance the laboratory experience of students in ultraviolet and visible spectroscopy with the introduction of a new protein chemistry course, and to expand the laboratory experiences involving UV/visible spectroscopy in chemistry, biology, and molecular science courses. In addition, we are providing access of UV/visible spectroscopy to the wider educational community in Cedar Rapids through existing outreach programs. We are basing these changes on the addition of eight, single wavelength UV/visible spectrophotometers and three scanning UV/visible instruments. Students have the opportunity to use more sophisticated techniques with the inclusion of more research based laboratory experiences that begin in introductory laboratories and continue through advanced courses. The new protein chemistry course in being adapted from one developed by John Markwell at the University of Nebraska-Lincoln, while changes in the other courses include the adaptation of a wide range of experiments from the research or educational literature. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Dean, Maria Nancy Magill Coe College IA Susan H. Hixson Standard Grant 50415 7428 SMET 9178 7428 0000099 Other Applications NEC 0088677 June 1, 2001 Integration of Fluorescence Microscopy and Imaging Technology Into a Liberal Arts Biology Curriculum. Biological Sciences (61) This comprehensive project is integrating new microscopic and imaging technology into the undergraduate biology curriculum. In addition to the incorporation of phase contrast microscopy into our first year curriculum, we are incorporating experiments using techniques such as single excitation wavelength epifluorescence, dual wavelength fluorescent ratio imaging, and other types of microscopy in studying the ecology, physiology, and cellular processes of cells. We are developing new experiments for our Introductory Biology lab series as well as in Bacteriology and Cell Physiology and other upper-level labs in the department. We believe that improving our courses focusing on cells will make a needed connection for the students in understanding how the molecules relate back to the cells and eventually to the organism. A major component in current understandings of cells and how they function is the use of epifluorescence microscopy and imaging analysis. This equipment is being used in a variety of courses starting with the introductory labs where we have many prospective biology majors, nursing majors, physical education majors as well as students involved in both the environmental science and molecular biology/ biochemistry collateral majors. We are also using the microscopes in the Microbiology, Bacteriology, and Cell Physiology. The equipment will also be used in an Environmental Microbiology course being developed for Biology majors and the Environmental Science collateral and in a new course for non-majors called Life at the Extremes. The effort is motivated by recommendations of the American Society of Microbiology from which suggested approaches are adapted, as well as techniques culled from the scientific literature. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Magill, Nancy Coe College IA Terry S. Woodin Standard Grant 75351 7428 SMET 9178 7428 0000099 Other Applications NEC 0088684 January 1, 2001 Discrete Mathematics for Prospective K-8 Teachers. Mathematical Sciences (21) This project addresses the absence of textbooks and courses for prospective K-8 teachers that provide an introduction to discrete mathematics and how it can be used both to help prospective K-8 teachers achieve a better understanding of mathematics and to help their students achieve state and national standards in mathematics. The project develops an interactive discrete mathematics textbook for prospective K-8 teachers, changes prospective K-8 teachers' views of mathematics by exposing them to a college-level mathematics course which is taught interactively, and conducts high-quality professional development workshops for college faculty members who teach mathematics to prospective K-8 teachers. The project builds on the materials developed in a previous NSF-funded professional development project for K-8 teachers. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR DeBellis, Valerie Joseph Rosenstein East Carolina University NC Lee L. Zia Standard Grant 424943 7427 SMET 9178 7427 0000099 Other Applications NEC 0088688 May 15, 2001 Performance Modeling of Embedded Systems for Senior Undergraduates. Electrical Engineering (55) The design of embedded systems is inherently complex. A key aspect of embedded systems is that they typically require the operation of numerous individual functions to complete their overall application. Some of these functions may be performed either in software executing on a dedicated microprocessor or on dedicated hardware designed specifically to perform the needed function. During the design process, the designer must decide which functions are to be implemented in software and which are to be implemented in hardware. In addition, embedded systems also must be designed to meet constraints not only in terms of performance, but also in terms of cost, weight, power, area, and many other factors. As might be imagined, designing an embedded system incorporating all of the above aspects is quite challenging. Numerous design alternatives must be considered in the design process. A number of successful tools and techniques for constructing and analyzing performance models of hardware/software components for embedded systems have been developed. Unfortunately, the use of performance modeling to analyze design alternatives for hardware/software systems has not been part of the standard undergraduate curriculum for computer engineering, where embedded systems designers are trained. This project addresses this problem by developing the materials necessary to teach the techniques and benefits of performance modeling for the exploration of design alternatives in a senior undergraduate course in advanced digital design. The result is that undergraduate computer engineering graduates are much better prepared to take on the challenge of designing efficient, effective solutions for the embedded systems applications of the future. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Klenke, Robert Virginia Commonwealth University VA Russell L. Pimmel Standard Grant 349978 7427 SMET 9178 7427 0000099 Other Applications NEC 0088692 May 15, 2001 Renewing the Undergraduate Archaeology Curriculum. Anthropology (81) The Society for American Archaeology (SAA), the Society for Historical Archaeology (SHA), the American Anthropological Association (AAA), and the Archaeological Institute of American (AIA) have acknowledged a crisis in current approaches to the training of undergraduate archaeology students. Funding shortages and shifts from academic to private sources, dramatic increases in site destruction and looting worldwide, emerging political activism among descendant and local communities, complex new government oversight and regulation, technological innovations, and dramatic increases in the scientific knowledge base have outpaced the ability of educators to accommodate these changes with their teaching strategies. [See K. A. Pyburn, "Altered States: Archaeologists under Siege in Academe" in "Teaching Archaeology in the 21st Century," Edited by S. J. Bender and G. S. Smith, SAA, 2000.] To address this issue the SAA established an inter-societal Task Force on Curriculum, and provided support for a workshop made up of a diverse and committed set of educators from across the nation. This Task Force produced a set of core principles and guidelines for teaching archaeology that are crucial to the survival of the discipline of archaeology into the 21st century. The Task Force is working with the SAA, the SHA, the AAA, and the AIA to initiate implementation of these guidelines across the discipline with renovated curricula as rapidly as possible. Smith and Bender (2000) summarized these principles as Stewardship, Diversity, Social Relevance, Ethics and Values, Communication, Critical Skills, and Social Science Problem Solving. This is a three-year project encompassing the design, testing, and evaluation of core aspects of a new curriculum based on these principles at eight academic institutions across the United States. It is engaged in producing a complete set of flexible course materials suitable to replace or redesign extant curricula in any higher educational setting. The project goal is to make recommended course content and proven teaching techniques available as efficiently as possible without cost to the broadest possible audience of educators. Participants on the development team were chosen from faculty who have demonstrated a commitment to both education and research. Further, there were selected to be representatives of particular fields of expertise foregrounded by the principles, to represent a variety of institution types (community colleges, public four year programs with and without graduate programs, and private colleges), and to provide regional diversity. (The institutions are located in eight different states.) These faculty developers are being assisted by three education experts. In addition, an Advisory Board of eight archaeologists, each specializing in a separate area of the seven principles, are assisting with course development and assessment. Student evaluators are also participating in crucial stages of the project. Each participant is first developing two separate courses at their home institution in collaboration with nationally recognized specialists and technical consultants. Overall, 16 different courses are being designed, taught, and evaluated. We have estimated that this project will impact some 700-1200 students in the participating institutions over the three-year course of this project. In addition, course materials are being made available to the 340 existing undergraduate programs in the U.S. offering undergraduate majors or minors in anthropology or coursework in archaeology. Beyond the 3-year grant period, this project has the potential to impact all 30,000 declared undergraduate anthropology majors nationwide, and an estimated 500,000 - 600,000 students who enroll in undergraduate anthropology classes yearly as electives. CCLI-EDUCATIONAL MATERIALS DEV ARCHAEOLOGY DUE EHR Pyburn, K. Anne George Smith Society For American Archaeology DC Myles G. Boylan Standard Grant 499845 7427 1391 SMET 9178 7427 0000099 Other Applications NEC 0088695 June 1, 2001 Web-Based, Out-of-Class Learning of Conceptual Physics: A Kinematics and Dynamics Prototype. Physics (13) Physics education research has shown that many students are leaving their introductory college- and university-level physics courses with little understanding of the fundamental concepts of physics. Whereas much of the research has studied in-class methods of alleviating the problem, this project focuses on students' out-of-class activities as a complementary means of improving learning. The goal of this project is to develop and test a prototype of freely available, Internet-accessible instructional software for algebra- and calculus-based introductory physics - software focusing on students' out-of-class learning that can be used by instructors (through homework assignments) or by students (through self-study) to supplement in-class or textbook discussion of basic physics concepts. The principal investigator has created a limited set of explanatory/exploratory/assessment Java applets for introductory kinematics and dynamics. Preliminary surveys and experiments indicate that even in its present form the software is well received by and helpful to students in learning physics. This project is developing a more complete prototype including: Additional applets to provide more complete coverage for the kinematics and dynamics prototype; System CGI software to simplify the administrative details of student logins and recording of scores, and to allow students to check their scores on-line; An instructor's guide describing the prototype and providing assignment suggestions; Independent, formal assessment of the software by faculty other than the author. This project should provide a clear picture of the effectiveness of this means of complementing in-class instruction with out-of-class learning activities. This information can then be used to determine the desirability of developing a full version of the software. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Greene, Ronald University of New Orleans LA Duncan E. McBride Standard Grant 65993 7427 SMET 9178 7427 0000099 Other Applications NEC 0088701 January 1, 2001 FTIR, A Necessary Ingredient for Curriculum Improvement. Chemistry (12) The chemistry department at Friends University, as a part of developing learning outcome goals for our students and the resulting assessment of our program, has begun making major changes in our curriculum to improve our program. The next step in our curriculum improvement is to integrate the use of a modern computer interfaced FTIR instrument into a number of courses. A number of experiments from the Journal of Chemical Education are being adapted for this purpose. The FTIR is being introduced throughout the curriculum to increase student interest, to involve students in independent projects, and to serve as a complementary tool to other instrumental techniques already available for undergraduate use. In the beginning classes, the speed and ease of use of the FTIR and the simplicity of interpreting spectra as molecular fingerprints allows students to collect high quality data and to make decisions based on the results. The FTIR is making possible major changes in upper level laboratory courses by allowing development of new experiments and studies. The instrument also is used in Summer Workshops for secondary teachers and for high school students involved in the Junior Academy of Science and our Summer Science Program. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Moore, Jesse Kathryn Boyle Friends University KS Susan H. Hixson Standard Grant 9378 7428 SMET 9178 7428 0000099 Other Applications NEC 0088702 January 1, 2001 Enhancing the Biochemistry Curriculum Through Project-based Laboratories. Biological Sciences (61) Because of the significant advances in biology now being made at the biochemical level we have created a Biochemistry Major, which has been enhanced recently with the addition of a developmental biologist who studies developmentally-driven changes in gene expression. The courses within the biochemistry major are designed so that as students progress through the major they become less dependent on their textbooks and more comfortable with primary literature sources. Gradually, students become genuine participants, not just consumers, in the classroom until finally, in their capstone seminar course, students and faculty are cooperative learners together. This course has brought a new level of excitement for both students and faculty. The current project aims to change the laboratory design and instrumentation available to Biochemistry majors so that these students achieve a similar high level of curiosity, independence, and confidence in the laboratory. We are incorporating three project-based laboratory experiences that allow students to investigate the same questions in the laboratory that they find exciting in the classroom. One project extends through several courses and demonstrates how several disciplines collectively contribute to the understanding of a single biological process. Another project reveals how new biochemical tools are being employed to answer age-old questions in developmental biology. A third project demonstrates how organic chemistry has become increasingly important to our understanding of regulatory processes in organisms. Highly sensitive non-radioactive assays are being widely used in basic research. These are being adapted and being introduced into new areas of investigation for undergraduate laboratories in biochemistry. Access to state of the art research and committed faculty enables students to develop communication and teamwork skills that will be highly valued in their postgraduate careers. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Singer, Patricia Ronald Warnet Jacqueline Brittingham Simpson College IA Terry S. Woodin Standard Grant 123407 7428 SMET 9178 7428 0000099 Other Applications NEC 0088703 January 1, 2001 Development of Sports Statistics Modules for Introductory Statistics Classes. Mathematical Sciences (21) This project develops materials for an introductory statistics class from a sports emphasis. The class covers the basic aspects of beginning statistics using examples and datasets from sports. The first introductory course is developed based on baseball. A text is developed which presents topics from data analysis, probability, and inference from a baseball perspective and students learn statistical concepts by working on baseball datasets. In the second stage of the project, a text is written focusing on applications of statistics to sports. By understanding the benefits of statistics in sports settings, the student retain the knowledge of statistical concepts and they are able to apply this knowledge to problems outside the realm of sports. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Albert, James Bowling Green State University OH Calvin L. Williams Standard Grant 67258 7427 SMET 9178 7427 0000099 Other Applications NEC 0088704 May 1, 2001 Collaborative Research -- Visualizing and Exploring United States Urban and Rural Social Change, 1790 - 2000 -- Interactive Multimedia and Web Based Tools. Sociology (86) This is collaborative project at CUNY-Queens and UCLA. It is developing multimedia and web-based visual and map enabled software tools that will depict the growth and change in two major metropolitan areas in the United States, New York and Los Angeles. It builds upon a project that created web-based map enabled tools to examine change in New York City from 1910 using Census and other data, in a way that eases faculty creation of curricular exercises and experiences for students and others. The web component is being augmented by multi-media tools developed at UCLA that allow the visualization of virtual neighborhoods, as well as easy access to text, pictures, and video images to illustrate a variety of important sociological concepts and themes. These virtual neighborhoods make it possible to incorporate 3-D animation with realistic environments creating an interactive urban context composed of representative buildings, landmarks, and neighborhoods of the geographic area. The current neighborhood is simulated, and then it is recreated for several earlier periods. The students are able to "visit" and explore these neighborhoods and, using the mapping software, understand how these specific neighborhoods "fit" into the wider area of New York or Los Angeles, while exploring transportation or ethnic and racial change, for example. CUNY and UCLA are developing these complementary tools in common and distributing them widely over the web, by CD-ROM, and in unison with an undergraduate textbook we are publishing: "New York and Los Angeles: Politics Society and Culture," forthcoming from the University of Chicago Press in mid to late 2002. Students and others can use these materials to examine and understand the dramatic changes in population, race, ethnic ancestry, family status, housing and living conditions, and income and wealth that have occurred in these two major metropolises. Related exercises that are being developed allow students to compare and contrast the growth of the two regions, to explore the changing patterns of economic and ethnic inequality, and to study the immigration history of New York and Los Angeles and the migration paths of recent immigrant groups in the cities and the suburbs. Other exercises are focusing on occupational structure, educational systems, social welfare, riots, and the location and situation of those in the artistic fields in the two regions. (We are also exploring how to generalize these tools to other locales.) The materials are being pilot tested at the PI's home campuses and in courses at a variety of other colleges and universities in the United States. Workshops scheduled at professional meetings and at CUNY and UCLA are assisting faculty at other institutions in using these materials. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Beveridge, Andrew CUNY Queens College NY Myles G. Boylan Standard Grant 213000 7427 SMET 9178 7427 0000099 Other Applications NEC 0088709 March 1, 2001 Developing a Technology Enhanced Guided Inquiry Workbook for General Chemistry. This project is creating new active-learning curricular materials, labeled active learning packets (ALPs), for the topics of stoichiometry, acids and bases, thermochemistry, kinetics, gas-phase equilibria, acid-base equilibria, and electrochemistry. The motivation for the creation of the ALPs is research on student learning that suggests instruction utilizing only lecture, recitation, and laboratory experiments produces only small increases in the understanding of fundamental concepts in chemistry. The ALPs are incorporating techniques, including McDermott's guided inquiry framework, visualization and inquiry simulations, and writing-to-learn strategies that research has shown will improve conceptual learning. The active learning materials are being designed to both elicit common student difficulties regarding the topics under study and to lead students to confront these difficulties head-on with a tightly focused and strategically sequenced series of exploratory activities, questions, and exercises. For each topic, three or four discrepant events, phenomena that lead to an unexpected outcome and often produce conceptual conflict, are included. A discrepant event sufficiently surprising or contrary to an expected or predicted outcome captures the attention of the student and encourages rethinking. An integral feature of the proposed learning activity exercises is the requirement that students explain their reasoning process with written statements. In the course of working through these inquiry activities, students are being guided to resolve their difficulties and confusion and to attain a firm grasp of the targeted concepts. The activities consist of a tightly linked set of (1) brief textual expositions in highly "interactive" format, (2) concept-oriented questions for use with classroom communication systems in large classes, (3) a structured series of questions that lead students to elicit and then resolve conceptual difficulties, and (4) exploratory visualization and inquiry simulations and hands-on activities and writing-to-learn exercises to strengthen understanding. The activities are emphasizing qualitative understanding, reasoning, and mastery of fundamental concepts. They are encouraging students to develop multiple representations of concepts in pictorial, diagrammatic, and graphical formats and to relate these representations to symbolic and macroscopic representations. The effectiveness of the ALPs is being rigorously assessed by continual in-class use and redesign, in conjunction with evaluation of student learning gains. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Greenbowe, Thomas Thomas Andre Brian Hand Iowa State University IA Kathleen A. Parson Standard Grant 480015 7427 SMET 9178 7427 0000099 Other Applications NEC 0088712 May 15, 2001 Collaborative Proposal - Reforming Physics: Algebra-based Physics with Human Applications. Physics (13) Reform movements in calculus and in physics education have shown the advantage of active methods in lively applications for improving students' conceptual understandings. Research has shown that the learning of diverse groups of students is enhanced by the use of multimedia. The Mathematics Across the Curriculum projects supported by the NSF have shown the efficacy of embedding mathematics within other disciplines. This project brings all of these insights together with interesting human applications of physics to reform the algebra- based physics course. This project is developing a complete set of course materials and background physics notes that can be used in a wide variety of institutional settings to offer a reformed algebra-based physics course to diverse student audiences. In addition to the human applications, the interactive learning methods encouraged by these materials are especially helpful to enable the students to learn by methods of inquiry. The project co-PIs at UNL, Texas Tech University, Mercy College and Doane College are developing content topics with the help of a mathematics consultant. The materials are being field-tested and assessed in cooperation with the evaluation consultant. Materials developed at each institution are being field-tested at the other cooperating institutions, and tested materials will be made available for commercial distribution. By the end of the project completely reformed algebra-based physics course materials featuring human applications supported by interactive multimedia and mathematical modeling will be available for use across the nation. Faculty enhancement institutes will be held using these materials. The use of these materials for the learning of physics concepts by inquiry methods will be advocated. The appropriateness of the multimedia and mathematical modeling materials for a wide range of students will be demonstrated. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Plano Clark, Mark Christopher Wentworth Doane College NE Duncan E. McBride Standard Grant 95222 7427 SMET 9178 7427 0000099 Other Applications NEC 0088715 May 15, 2001 Collaborative Project on Integrating Census Data Analysis into the Curriculum. Sociology (86) This is a collaborative project with the American Sociological Association (Award 0089006). This collaborative project is working with individual faculty and whole departments in order to introduce scientific reasoning systematically into the undergraduate curriculum. The project is pursuing the goal of improved scientific literacy among undergraduate students in the social sciences by providing teachers and whole departments with tools and expertise to integrate data analysis and analytic rigor more widely throughout the curriculum. This collaboration is building upon two already successful approaches that complement each other. The Social Science Data Analysis Network (www.SSDAN.net ) project at the University of Michigan has worked with a nationwide network of faculty to co-produce engaging, wide-ranging curricular materials with US Census Bureau data. SSDAN encourages and facilitates individual faculty to integrate specially tailored, data analysis modules into substantive social science courses at all levels. The American Sociological Association's (ASA's) Minority Opportunities through Structural Transformation (MOST) Program has worked with entire departments to alter their curriculum in ways that ensure structural change toward improved research training of minorities and all students. This project is introducing SSDAN approaches as department-wide interventions in a critical mass of courses in the curriculum of 16 sociology departments. A core goal is to transform the curriculum and thus give students a more sequenced and pervasive exposure to scientific reasoning and data analytic skills. Workshops, follow-up visits, interactions with the Michigan and ASA staffs along with departmental websites are being utilized to support the full implementation and evaluation of this intervention. The project is also significantly revising and updating the SSDAN website and data analysis module creation features used by faculty across the social and behavioral sciences. New datasets from the US 2000 Census, historical censuses, CPS (Current Population Survey), and GSS (General Social Survey) are being added, and additional formats for analysis by SPSS, SAS, STATA, GIS packages, and new interactive data analysis features are also being provided. The project is working on a "Guide" that instructs chairs and deans how to implement departmental interventions across different types of departments and diverse disciplines. In addition, a published workbook updating earlier SSDAN publications and an expanded bank of downloadable datasets, course modules, and networking capabilities via the website is being produced. CCLI-NATIONAL DISSEMINATION DUE EHR Frey, William University of Michigan Ann Arbor MI Myles G. Boylan Continuing grant 522205 7429 SMET 9178 7429 0000099 Other Applications NEC 0088723 May 1, 2001 General Education Environmental Science: An Interdisciplinary Laboratory Program for the 21st Century. Interdisciplinary (99) We are developing three technology-enhanced, textbook-independent, multi-week laboratory exercises on environmental topics that fit the goals and needs of a general education audience in Interdisciplinary Science. The laboratory exercises are grouped into modules that examine one environmental topic for 4-6 consecutive weeks, providing in-depth examinations of each topic. Each module synthesizes traditional wet lab exercises with computer simulations of environmental topics, online quizzing/communication, and computerized data laboratory instrumentation. These exercises focus on environmental issues of concern to students and utilize real data as collected by the students themselves (e.g., water quality studies), or gathered from internet-based databases (e.g., levels of air pollutants). This approach avoids the inherent predictability of most traditional laboratory exercises, which simply seek to demonstrate basic scientific principles through time- tested (i.e., predictable) exercises. This combination of original data and local issues makes the laboratory experience complement the course content and greatly improves student interest in the laboratory component of the course. Further, by emphasizing the "personalized" nature of these exercises (analysis of personal impacts, original data, voicing personal opinions on controversial issues in case studies), the laboratory experience is uniquely tailored to each individual student. The modules contain abundant multimedia content that engages student attention with digital video clips in laboratory introductions, takes students on virtual field trips to local sites, enables students to quickly calculate and analyze their personal contributions to regional environmental impacts, and presents compelling case studies with digitized interviews. Further, igitized video clips demonstrating proper laboratory techniques are invaluable in open-scheduled laboratories, where students complete laboratory exercises at a time of their choosing and do not have the benefit of in-class demonstrations by laboratory instructors. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Pratte, John Gail Schiffer Marina Koether Matthew Laposata Kennesaw State University GA Herbert Levitan Standard Grant 74985 7427 SMET 9178 7427 0000099 Other Applications NEC 0088725 January 1, 2001 Physiology Program using Computer-based Data Acquisition and Student-designed Investigations.. Biological Sciences (61) The Biology Department of Baker University is conducting a significant improvement of our physiology laboratory experience, and the enhancement of research opportunities for undergraduates. The current physiology program has not kept pace with technology and provides only limited opportunities for gaining hands-on experience using modern physiological techniques. The laboratory approach has been traditional in that 'cookbook' experiments are conducted with little room for student-designed investigations. We are correcting this problem by revising the program to offer an effective laboratory component that emphasizes modern physiological approaches to solving biological problems. The effort is an adaptation of an project at Bates College. The objectives of this project are 1) to promote independent learning by applying computer technology to the study of physiology, 2) to teach students scientific inquiry methods, and 3) to engage students in undergraduate research projects. These objectives are being accomplished by conducting fewer traditional experiments and having students design and carry out their own investigations, then present their results in the form of a scientific paper. We are using the BIOPAC physiology teaching system interfaced with computers to facilitate data collection and analysis in real time, and provide access to interactive, multimedia presentations of physiological processes. The new equipment is also being used for independent research projects in the cardiovascular physiology of the chick embryo in shell-less culture. Our aims are to 1) improve conceptual understanding of physiology, 2) stimulate student experimentation, critical thinking and problem solving, 3) improve understanding of scientific methodology, and 4) increase student participation in research and presentations at national meetings. The use of new technology in our curriculum reform is impacting the education of approximately 40 students per year in Comparative Physiology and Human Anatomy and Physiology classes. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Henry, Charmaine Baker University KS Terry S. Woodin Standard Grant 21556 7428 SMET 9178 7428 0000099 Other Applications NEC 0088728 January 1, 2001 WebBook: A Prototype for the Next Generation of Interactive Computer Science Learning Resources. Computer Science (31) The WebBook project demonstrates the feasibility of using the Web to deliver next-generation, inquiry-based, active learning educational resources. A prototype "hypertextbook" blending standard text, graphics, interactive animations of key concepts, voice, and sound into a seamless whole is developed and formally evaluated. Standard Web-site creation technologies are used to ensure that the prototype can be used with any of the usual Web browsers on all platforms, making it accessible to anyone in the world without the need to purchase special software or hardware. The prototype encompasses the basic topics in theory of computing. As key concepts are encountered, animations are presented in seamless fashion that allow the learner to explore the concept while controlling parameters that drive the animation. The prototype is designed to serve as a general model for the development of hypertextbooks, inspiring the creation of similar resources in other science and engineering disciplines. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Ross, Rockford Montana State University MT Robert Stephen Cunningham Standard Grant 74717 7427 SMET 9178 7427 0000099 Other Applications NEC 0088729 January 1, 2001 Chemistry and the Automobile. Chemistry (12) This project addresses the needs of undergraduate engineering students. Educational materials are being developed which target materials chemistry, the chemistry of energy processes and environmental chemistry. More specifically, this curriculum is linked to a theme-based approach that draws from real-world examples centered around the ubiquitous automobile. A compendium of materials entitled "Chemistry and the Automobile" is being assembled to serve as a faculty resource guide to permit other faculty to teach their engineering students using this curriculum/theme. It will be made available to the chemistry education community at large. This Proof of Concept project is intended to show 1) that this curriculum, coupled with the overarching theme of "Chemistry and the Automobile," provides a more appropriate foundation in Chemistry for engineering students than the traditional General Chemistry curriculum; and 2) that the audience is more receptive to the subject matter because they see relevance in what they are doing. This curriculum/theme is being adopted at the University of Michigan-Dearborn to coincide with the launching of a new two-semester General Chemistry course specifically for engineering students. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Donahue, Craig University of Michigan Ann Arbor MI Elizabeth M. Dorland Standard Grant 74764 7427 SMET 9178 7427 0000099 Other Applications NEC 0088731 December 1, 2000 Adaptation of ECSEL's Computational Vizualization Tools and Pedagogy for Engineering Mechanics. Engineering - Civil (54) The pressures on undergraduate science, math, engineering, and technology (SME&T) education and the recommended actions to overcome these problems are well-documented. Miller and Cooper, in work at the University of Washington under the auspices of the Engineering Coalition of Schools for Excellence in Education and Leadership (ECSEL), have developed a multi-faceted suite of educational materials for engineering mechanics courses that incorporates many of these suggestions. This project at Louisiana State University is: 1. adapting and implementing the University of Washington Mechanics of Materials educational suite 2. evaluating the effectiveness Miller and Cooper's various components 3. institutionalizing these materials to ensure sustainability 4. disseminating all findings and materials to the engineering education community This project adds to Miller and Cooper's materials by introducing a wireless network of laptop computers into the classroom. Having computers distributed throughout the classroom affords greater flexibility in developing hands-on activities. Also, multimedia modules are modified and improved, hands-on activities are expanded, and student presentations are expanded to incorporate digital movie making. The results of these modifications and the effectiveness of the various components of Miller and Cooper's approach are being assessed by mixed mode (quantitative and qualitative) evaluation instruments developed in conjunction with this project. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Mukai, David Louisiana State University & Agricultural and Mechanical College LA Ibrahim Halil Nisanci Standard Grant 44144 7428 SMET 9178 7428 0000099 Other Applications NEC 0088734 March 15, 2001 Development of Interactive Examples for Concept-Based Problem Solving in Introductory Undergraduate Physics Courses. Physics (13) Traditional introductory physics courses typically fail to significantly improve students' conceptual understanding of, and attitude towards, physics. Recently, several groups have documented significant improvements in these areas by applying insights from physics education research to improve curricular content and instructional methods for lectures, labs and recitation sections. This project addresses the remaining critical component of undergraduate physics education-the homework problems-with a careful integration of technology and instruction, based on knowledge gained from physics education research. The primary goal of the project is to create instructional materials that students in introductory physics courses can use to develop problem-solving strategies based on conceptual analysis. In particular, the project is creating a complete set (about 60 total) of research-based "Interactive Examples" (IEs) that can be used in introductory calculus-based physics courses in undergraduate institutions. These IEs are web-based exercises that actively engage students in a Socratic dialog designed to help them develop a concept-based strategy to solve a homework problem. The problems developed address documented student difficulties and are guided by collaborations with researchers at the University of Massachusetts and the University of Washington. These new IEs also exploit the lessons learned from previous successful development of IEs for introductory algebra-based physics courses. Quantitative evaluation is being done of the effectiveness of the new IEs in improving students' functional understanding of basic physics principles. Initial dissemination of these IEs will be to community colleges and peer institutions, and further dissemination is being refined during the course of the project. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Gladding, Gary Dennis Kane Timothy Stelzer Mats Selen University of Illinois at Urbana-Champaign IL Duncan E. McBride Continuing grant 268563 7427 SMET 9178 7427 0000099 Other Applications NEC 0088743 December 1, 2000 Integrating Fluorescence Spectroscopy into the Undergraduate Science Curriculum. Chemistry (12) Fluorescence spectroscopy is widely used in research, industry, medicine, forensics, and other technological areas as a tool for investigating chemical structure and properties, chemical interactions, biomolecular structure and function, lifetime imaging, quantitative analysis, atom-tagging in immunoassays, metabolic monitoring via luminescent reporter genes, and many other applications. The ability to use fluorescence spectroscopy in the science curricula is enhancing student learning by 1) allowing for the development of practical skills in the operation and collection of fluorescent measurements and 2) using real data to help students understand spectroscopic theory by assimilating the underlying principles of quantum mechanics and electronic/ energy transitions. This project is focusing on the immediate adaptation and implementation of experiments from the research and educational literature into the curriculum at all levels: general, analytical, instrumentation, biochemistry, and physical. The Environmental Science department is adapting and implementing fluorescence spectroscopy into the curriculum for their Site Monitoring and Analysis track. This fluorometer is also an integral part of undergraduate research projects as part of a capstone experience cooperatively administered through the Biology and Chemistry departments. After this initial implementation, fluorescence spectroscopy will be integrated into new curricular offerings at Carroll College, including a new Forensic Science emphasis within the Chemistry major, a newly proposed Biochemistry major, and a restructured, modular instrumentation course offered jointly with Biology. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Piatt, Joseph Michael Schuder Carroll College WI Kathleen A. Parson Standard Grant 15360 7428 SMET 9178 7428 0000099 Other Applications NEC 0088753 January 15, 2001 Science Education for New Civic Engagements and Responsibilities. Interdisciplinary (99) The Association of American Colleges and Universities (AAC&U) developed the framework for this project, Science Education for New Civic Engagements and Responsibilities (SENCER), during 1999-2000 with partial support from the NSF. The framework is the product of two workshops and advice from hundreds of college faculty and academic leaders. To date, teams from more than 250 institutions of higher education have asked to be included in SENCER's work. SENCER is helping faculty and administrators achieve three important goals: (1) improve science education for non-majors, (2) connect science education reform to improved general education, and (3) stimulate civic engagement. The SENCER approach is to connect science education with civic engagement by teaching science through the study of complex public issues. SENCER models are teaching, for example, biology through the study of HIV disease or the Human Genome Project; physics through the study of the challenges of nuclear disarmament or hypotheses about the origins of the universe; chemistry through the study of air pollution, water quality, or crime; and mathematics by examining the reliability of statistics, studying risk/benefit analysis, or decision-making. The outcome for students is connected learning. SENCER seeks to promote large-scale reform in undergraduate SMET education through intensive faculty professional development, a strong focus on local systemic change, and the use of improved assessment practices. SENCER faculty are learning to use an assessment instrument developed with partial support from several NSF initiatives to improve undergraduate education. This instrument is known as Student Assessment of Their Learning Gains (SALG) and is freely available for public use at WWW.WCER.WISC.edu/NISE/CL1. There are four key pieces of the SENCER project. SENCER Institutes are the core activity. These are team-based residential institutes for faculty, administrators, and advanced graduate students planning to initiate SENCER approaches. SENCER Clusters are both disciplinary and issue-oriented groups of faculty and administrators that operate to provide ongoing support and sustain reform efforts arising from participation in the Institutes. The SENCER Virtual Community links innovators together and supports dissemination of resources to support reform. The SENCER Leadership Initiatives are focusing national attention and recognition on exemplary initiatives in order to build additional support for this approach. CCLI-NATIONAL DISSEMINATION INTERNATIONAL PLAN & WORKSHOPS AFRICA, NEAR EAST, & SO ASIA DUE EHR Burns, William Karen Oates Association of American Colleges and Universities DC Myles G. Boylan Continuing grant 4550514 7429 7299 5976 SMET 9178 7429 7299 5979 5915 0000099 Other Applications NEC 0088757 May 1, 2001 Improvement of Undergraduate Preparation in Molecular Biology. Biological Sciences (61) This project is using inquiry-based cooperative learning and research training in a culturally diverse setting to 1) improve undergraduate preparation in Molecular Biology; 2) enhance application of the scientific method; and 3) encourage team projects that promote interactions among culturally diverse learners. Funds are being used to upgrade a sequence of two courses and undergraduate research facilities. Specifically an existing course in Molecular Biology is being modified to involve students in an inquiry based cooperative learning project where students learn from their peers and the professor serves as a facilitator in the process. The effort is an adaptation of a laboratory manual "Unraveling DNA," developed with NSF support. The laboratory component of the course is being expanded to include subcloning and sequence analysis of the luxA gene from the Lux operon that is cloned in the existing course. Students, working in groups, use the polymerase chain reaction and DNA sequencing and analysis to study their clones. In the second course, Advanced Topics, cooperative learning continues as students read and discuss original research articles that assist them in applying the principles and techniques of molecular biology and the scientific method to a novel situation. Students develop and submit a research proposal to external sources or the established University student/faculty research program for funding consideration. Students complete the proposed research as an undergraduate research project and present the results at the annual student symposium as either a poster or an oral presentation. The goals of the project are consistent with the department's mission that promotes cooperative learning and undergraduate research as a capstone course. Funds are being used for instrumentation, course development and evaluation. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Debro, LaJoyce Jacksonville State University AL Terry S. Woodin Standard Grant 39708 7428 SMET 9178 7428 0000099 Other Applications NEC 0088758 January 1, 2001 Guided Discovery and Intelligent Tutoring Materials for Calculus and their Electronic Delivery on the World Wide Web. Mathematical Sciences (21) This project adapts a proven online Web-based learning system for the mathematics curriculum and develops curricular materials for the first calculus course. The system provides electronic homework, allowing instructors to easily create assignments that help students understand and master the material covered in class. It has already been extended in chemistry to support more interactive learning activities such as guided discovery and intelligent tutoring. The products of this project include a suite of basic online homework activities that cover the curricula of the first semester of the calculus course sequence, interactive guided discovery modules focused on topics and concepts where animation and simulation can be employed to support learning, and intelligent tutors that focus on difficult but key concepts in the curriculum and adaptively assist students in developing their understanding of them. All interactive activities are integrated into the basic online system, which records student progress for instructor review. A computer laboratory is created to support students doing online learning activities. Math faculty will create content for the homework system and interactive activities. Project staff modify the system to better support mathematics, train instructors in system use, help design interactive activities, and implement many of these activities. This project addresses a critical national need to improve the mathematical preparation of undergraduates from a wide variety of disciplines. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Eisenberg, Murray Thurlow Cook Beverly Woolf David Hart University of Massachusetts Amherst MA Calvin L. Williams Standard Grant 349830 7427 SMET 9178 7427 0000099 Other Applications NEC 0088763 June 1, 2001 Digital Image Technology in Undergraduate Petrology Laboratories: A "Proof of Concept" Project in Siliciclastic Petrography. Geology (42) The preeminence of visual content makes petrography an ideal subject for multimedia instructional modules. We are exploring the utility of digital image technology for teaching petrology, beginning with the test case of siliciclastic petrography at the undergraduate level. A 'virtual petrography tutor' is being designed to expose students to images and interpretive content comparable in amount to that included in traditional sedimentary petrography laboratory exercises. The curriculum materials differ markedly from existing image atlases (both paper copy and digital) in terms of the high density of interactive interpretive content that accompanies the images; the comprehensive level of treatment proposed is also a significant departure from the types of petrographic data currently available on the World Wide Web or on CD. Practical aspects of tutorial design and construction learned during this project will have application in all fields of petrology as well as in other fields which utilize data in the form of images (e.g., metallurgy, histology). Undergraduate and graduate students are participating in the development of the tutorial, allowing them to gain experience in methods of digital imaging and multi-media authoring. Initial application and formal assessment of the tutorial will take place during two semesters of an undergraduate course in sedimentary rocks (involving a projected 120 to 160 students). The development and assessment tasks proposed here are envisioned as the first step in a more ambitious project to create a full version of this tutorial for distribution and, ultimately, a digital library of petrographic images based on the large, highly documented, and well-maintained petrology collections at the University of Texas at Austin. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Milliken, Kitty Earle McBride University of Texas at Austin TX Herbert Levitan Standard Grant 74427 7427 SMET 9178 7427 0000099 Other Applications NEC 0088769 June 1, 2001 A Course in Experimental Techniques for Computer Science Majors: Proof of Concept. Computing - Other (35) This project develops curriculum and supporting materials for a course in experimentation for senior computer science majors. The capstone course provides students with opportunities to explore issues experimentally, design realistic experiments, collect data and draw conclusions based on the results. Experimental exploration, the centerpiece of the traditional scientific method, can provide new insights, eliminate unproductive approaches and validate theories and methods. The course materials are centered around a textbook that has two types of chapters, content chapters that develop experimental design concepts and project chapters that apply these concepts to particular problems. The project chapters are in the form of paper case studies or simulation. This approach provides a much needed introduction to computer science research in the undergraduate curriculum. The most extensive projects are based on simulations of different aspects of computer system performance, because this venue allows the student the most flexibility in forming and testing hypotheses. Interactive simulations are written in Java and run through a standard browser. The materials are disseminated through presentations and workshops at computer science conferences and via the Web. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Robbins, Steven University of Texas at San Antonio TX Mark James Burge Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0088770 May 1, 2001 A comprehensive watershed instrumentation program for multidisciplinary undergraduate education at Lafayette College. Earth Systems Science (40) Multidisciplinary environmental problems associated with urban/suburban growth are increasingly being addressed at a watershed-integrated level. Consistent with this theme, the proposed project involves undergraduate students using a comprehensive network of automated water quantity and water quality instrumentation to investigate environmental impacts in a rapidly-developing watershed (the Bushkill Creek Watershed) adjacent to campus. Hydrologic and chemical data are collected and analyzed as part of exercises within existing engineering and geoscience courses and undergraduate research and honors theses. These exercises enhance our students' abilities to critically evaluate a variety of interdependent watershed-based processes that may affect environmental quality. The project is a cooperative effort among faculty from engineering and the geological sciences; however, other faculty teaching courses with environmental content have an interest in using the facilities and the databases generated by the project. The general objectives of the project are: to provide relevant hands-on data collection and analysis experiences for undergraduates in science and engineering, to establish a central theme of assessment and management of a rapidly developing watershed for a variety of curriculum projects across campus, to develop a detailed digital database on hydrologic impacts of land use in the watershed, and to disseminate results through the internet, conference presentations, scholarly publications, and local community meetings. The project is patterned after similar watershed-based curriculum projects at a number of small colleges and universities in the northeast U.S. (Hluchny 1997, 1998; Heins and Walker, 1998; Woltemade and Blewett, 1999; Salvage and Graney, 1999, 2000). Unique to this project are: (1) the comprehensive monitoring network and full watershed scale (200 km 2 ); (2) strong geologic and land use contrasts, and rapid development within the basin; (3) cooperation and collaboration between engineering and geological science students and faculty; (4) emphasis on enhancing undergraduate education in practical multidisciplinary issues such as watershed-based planning and land use decisions, and storm water management policy; and (5) the high level of involvement of the local community and local government in watershed management. References Cited Hluchy, M., 1997. Alfred University's On-Campus Field Hydrology Site: A Practical, Inexpensive, and Fun Way to Teach Hydrogeology, 1997 Geological Society of America Meeting Abstracts with Programs 29: A22-A23. Hluchy, M., 1998. Student Involvement in Construction of a Hydrogeological Field Station for Undergraduate Teaching and Research, 1998 Geological Society of America Meeting Abstracts with Programs 30: A307. Heins, W.A., and J.R. Walker, 1998. Using a campus waterway for undergraduate-course exercises and summer-research experiences, J. of Geoscience Education, 46: 45-50. Woltemade, C., and W.L. Blewett, 1999. Burd Run Interdisciplinary Watershed Research Laboratory, National Science Foundation Award Abstract #9950652 Salvage, K., and J. Graney, 1999. Adapting Watershed Research and Instrumentation to the Undergraduate Curriculum at SUNY, Binghamton, National Science Foundation Award Abstract #9950491. Salvage, K., and J. Graney, 2000. On campus field work and research for undergraduates based on collection of hydrological and environmental data, abstract submitted to J. Geoscience Education CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Brandes, David Dru Germanoski Lafayette College PA Terry S. Woodin Standard Grant 15403 7428 SMET 9178 7428 0000099 Other Applications NEC 0088775 January 1, 2001 Engineering Laboratory Accessible Via the Internet. Engineering - Electrical (55) Engineering education is closely linked to advances in Internet, global communication systems, computers, etc. There is one area in engineering education, however, that is still dominated by classical teaching/learning methodology: the laboratory. The purpose of an engineering laboratory course is to teach future engineers to interact with the "real hardware"in all its imperfection. Any attempt to replace the "real hardware" in a student laboratory with the most elaborate simulation software results in the loss of realism and prevents students from gaining important practical skills and experiences. The technology in this project utilizes advanced space-qualified laser positioning hardware equipped with computer interfaces facilitating remote operation and status display of its components. All aspects of operation of this hardware are controlled by a designated computer through a number of actuators and extensive monitoring/data acquisition. We gain global accessibility of the "real hardware" via the Internet thus allowing remote users nationwide to perform any experiments in real-time and collect feedback information representing properties of the actual devices. This brings to a student laboratory the most valuable aspects of the "real hardware"-based experiments. The choice of laboratory, laser steering and position control systems for space communication make it attractive to many engineering programs. Successful implementation of this technology can upgrade engineering laboratories nationwide to the level of leading engineering schools and result in significant improvement of the quality of engineering education and reduce variability between universities. SUNY Binghamton has a well-established record of successful research in the area of pedagogy of university education. Its distance learning facility, Enginet, operates within a network made up of a consortium of five State University of New York campuses. These resources are utilized for effective dissemination of the results of this project. Being prompted by revolutionary changes in information technology, this project is realizing the integration of this technology in education. Implementation of the Internet-accessible laboratory will not only give students access to the most advanced hardware, but provide them with an additional opportunity to utilize Internet, computer graphics, and digital imaging, thus preparing them for the challenges of their profession. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Skormin, Victor SUNY at Binghamton NY Rogers E. Salters Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0088778 April 15, 2001 Live-data Educational Materials for an Interdisciplinary Science and Technology Training. Interdisciplinary (99) An interdisciplinary approach for science and technology education opens new opportunities for increasing research-related impacts among undergraduate students. This project is creating a unified common framework for sharing ideas and knowledge across disciplines. The focus of the project is to develop a prototype of six educational modules based on three premises commonly shared across disciplines: (1) the concept of patterns, which is fundamental to visualizing information; (2) modern computing tools as an effective aid in presenting and animating graphical patterns for understanding data; and (3) cross disciplinary expertise and data sharing to leverage individual efforts in enhancing SMET education. Educational materials are being developed to introduce and illustrate this concept of patterns as an interdisciplinary approach. In addition, an internet-based community forum is being developed to share these educational materials and exchange ideas and knowledge across disciplines. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Sy, Bon David Locke Julie Mankiewicz CUNY Queens College NY Bevlee A. Watford Standard Grant 80035 7427 SMET 9178 7427 0000099 Other Applications NEC 0088779 June 1, 2001 Integration of Laboratory Experience in Undergraduate Education. Engineering - Mechanical (56) The objectives of this project include the development of a data acquisition (DAQ) Laboratory, a required freshmen Experiments course, and a upper level required two-course sequence in Experimental Projects for Fluids and Heat Transfer. This effort will be modeled after Drexel's Engineering Test, Design, and Simulation Laboratory and Colorado School of Mines' Multidisciplinary Engineering Laboratory sequence, which have both been successfully adapted by other schools. The experimental skills gained in the freshmen year will be reinforced throughout the curriculum in classroom demonstrations, required open- ended projects, senior design projects and undergraduate research. The project addresses the need to improve the way in which we teach the art of experimentation to undergraduates. In the open-ended laboratory, students participate in multidisciplinary projects and co- op opportunities involving electrical and computer components, sensors, data acquisition software or controls. Introducing hands- on experiments, especially in the first year, addresses the high attrition rate often found among women and minorities, who may lack the mechanical tinkering experience of traditional engineering students. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Robinson, Risa Ali Ogut Rochester Institute of Tech NY Russell L. Pimmel Standard Grant 196069 7428 SMET 9178 7428 0000099 Other Applications NEC 0088780 May 15, 2001 Collaborative Proposal - Reforming Physics: Algebra-based Physics With Human Applications. Physics (13) Reform movements in calculus and in physics education have shown the advantage of active methods in lively applications for improving students' conceptual understandings. Research has shown that the learning of diverse groups of students is enhanced by the use of multimedia. The Mathematics Across the Curriculum projects supported by the NSF have shown the efficacy of embedding mathematics within other disciplines. This project brings all of these insights together with interesting human applications of physics to reform the algebra- based physics course. This project is developing a complete set of course materials and background physics notes that can be used in a wide variety of institutional settings to offer a reformed algebra-based physics course to diverse student audiences. In addition to the human applications, the interactive learning methods encouraged by these materials are especially helpful to enable the students to learn by methods of inquiry. The project co-PIs at UNL, Texas Tech University, Mercy College and Doane College are developing content topics with the help of a mathematics consultant. The materials are being field-tested and assessed in cooperation with the evaluation consultant. Materials developed at each institution are being field-tested at the other cooperating institutions, and tested materials will be made available for commercial distribution. By the end of the project completely reformed algebra-based physics course materials featuring human applications supported by interactive multimedia and mathematical modeling will be available for use across the nation. Faculty enhancement institutes will be held using these materials. The use of these materials for the learning of physics concepts by inquiry methods will be advocated. The appropriateness of the multimedia and mathematical modeling materials for a wide range of students will be demonstrated. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Fuller, Robert Vicki Plano Clark Beth Thacker Nancy Beverly University of Nebraska-Lincoln NE Duncan E. McBride Continuing grant 378798 7427 SMET 9178 7427 0000099 Other Applications NEC 0088783 March 1, 2001 Project Kaleidoscope Phase IV: Establishing National Forums and Networks Working Toward Building and Sustaining Strong Undergraduate SME&T Communities. Interdisciplinary (99) In 2001/2002, PKAL will sponsor two summer institutes (16 workshops at each) and a select number of other workshops to enhance the skills, understandings and capacities of undergraduate faculty seeking to strengthen SME&T learning of their students. Planned and facilitated by leading national agents of change, the design of these PKAL activities is to model the discovery-based, research-rich, collaborative learning environment that works to attract students to and enable them to succeed in SME&T disciplines. Benefiting from a hands-on experience with some of the best practices in undergraduate SME&T education, participants will leave with an agenda for immediate action on their home campuses and with a plan to keep connected to their workshop peers/facilitators, regional and national colleagues and to PKAL for support in continuing reform efforts. Related PKAL efforts, including an expanded web presence, print publications, a consulting service, the Faculty for the 21st Century and the evaluation of the impact of PKAL involvement on participating individuals and institutions, will support these workshops and institutes. CCLI-NATIONAL DISSEMINATION TEACHER PREPARATION PROGRAM EAST ASIA AND PACIFIC PROGRAM DISTINGUISHED TEACHING SCHOLAR DUE EHR Narum, Jeanne Independent Colleges Office DC Myles G. Boylan Continuing grant 1217734 7429 7348 5978 1746 SMET 9200 9178 7429 5978 0000099 Other Applications NEC 0088788 January 1, 2001 Online Experiments for Multidisciplinary Instruction in Environmental and Ecological Science. Interdisciplinary (99) The World Wide Web has become a major medium for distance learning. Web technologies are now being extended into laboratory science by making instruments accessible via the Web and even controllable remotely. Science students can thereby use instruments that would be otherwise unavailable or of much more limited availability. These technologies have been developed for undergraduate science instruction in the physical sciences and engineering but have been relatively little used in other scientific disciplines. The best known examples of these efforts have involved teams of scientists and programmers with considerable technical expertise. This project is extending the range of disciplines in which these technologies are being used. We are teaching environmental and ecological science to chemistry, biology, and psychology students using instruments that are accessible and controllable with a Web browser. We are broadening the types of experiments that students can do by using computers to automate data acquisition, especially to investigate phenomena that occur over a period of time that is much longer than a standard laboratory session. Making these instruments accessible on the Web allows regular monitoring of experiments without being in the laboratory. Students both on and off campus are able take advantage of these capabilities, thus widening the audience for laboratory instruction in these areas. We are using LabVIEW and AppletVIEW software to make our instruments available on the Web. We find these software packages relatively easy to use for both science students and faculty with little formal training in computer science. Hence, we can accomplish our goals without additional highly trained personnel. Web-accessible instruments are being used in environmental chemistry to measure the changes involved in the natural regulation of pH in fresh waters. Environmental science students are measuring the biological health of aquatic systems (monitoring dissolved oxygen, nitrate, carbon dioxide, etc.) after perturbations for which humans are often responsible, such as temperature elevations, addition of nutrients, or contamination with pollutants. Students studying animal behavior are monitoring the allocation of effort among various behavioral alternatives for obtaining food, thus measuring choice and its role in the efficiency of foraging over time. Students in all these courses are actively involved in the design of experiments and use computers to analyze and graph the resulting data. Advanced undergraduates are being used to assist in programming and supervising these experiments. Because high school students, recruited through a collaborative arrangement with an education service center, are also taking these courses, these advanced undergraduates are engaged in teaching roles that will give them valuable pre-service teaching experience. They also have opportunities to interact with high school science teachers. Interactions among students at a variety of levels of education are creating numerous opportunities for students to teach each other and, thereby, to enhance their own learning. While they are learning the subject matter of science, students at all levels are also appreciating the remarkable possibilities in contemporary technologies of computerized data acquisition and remote access to instruments. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Krehbiel, Dwight Jon Piper Richard Zerger Bethel College KS Myles G. Boylan Standard Grant 40820 7428 SMET 9178 7428 7427 0000099 Other Applications NEC 0088791 January 1, 2001 Use of an FT-NMR Spectrometer to Improve the Undergraduate Chemistry Curriculum. Chemistry (12) This award has allowed the acquisition of a Fourier Transform Nuclear Magnetic Resonance Spectrometer (FT- NMR) and its incorporation into courses across our entire curriculum. This instrument is significantly enhancing student laboratory experiences, incorporating modern technology into the classroom, and expanding course offerings. Experiments adapted from the research and educational literature and implemented into our curriculum are focusing on the multinuclear capabilities of the instrument, the ability to record 2-dimensional spectra, and the ability to do quantitative analysis through line-broadening experiments. Curricular changes are evolving as the NMR is incorporated into a new spectroscopy course, merged from a portion of three (currently ) separate courses, and it is becomes essential for the development of modular, Special Topics courses and new integrated laboratories. Students at all levels are readily obtaining their own spectra and thus are gaining valuable, hands-on experience with an instrument that has wide applicability in a modern research and/or quality control laboratory. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Fraley, David Frank Wiseman Timothy Rothgeb Georgetown College KY Robert K. Boggess Standard Grant 35974 7428 SMET 9178 7428 0000099 Other Applications NEC 0088794 April 1, 2001 Excellence in Undergraduate Mathematics: Confronting Diverse Student Interests. Mathematical Sciences (21) This is a three-year project aimed at mathematical sciences departments to provide excellent mathematical instructions for a verity of students studying undergraduate mathematics. The joint project of the American Mathematical Society and the Mathematicians and Education Reform Forum is an integrated program of six national workshops, networks of mathematical sciences departments, programs at national meetings, and publications. Two workshops are held each academic year, one in the fall and the other in the spring. Participation in the workshops is department based with each participating department represented by a faculty team of 2 to 4 members. Workshops are held at college campuses in cooperation with the mathematical sciences departments. While highlighting the needs of particular student groups, the program also focuses on critical issues that cut across all institutions. The calculus reform movement provides momentum for continuing reform efforts throughout the undergraduate curriculum. Reform efforts are put in the context of the institutional role of mathematical sciences departments and their relationships with partner disciplines. The project builds a network of mathematical sciences departments, including a significant number of departments in doctoral granting institutions, which are building strong undergraduate programs for the diverse groups of students they instruct. For more information contact Naomi Fisher at ndfisher@uic.edu. CCLI-NATIONAL DISSEMINATION TEACHER PREPARATION PROGRAM DUE EHR Fisher, Naomi Samuel Rankin Kenneth Millett University of Illinois at Chicago IL John R. Haddock Continuing grant 724080 7429 7348 SMET 9178 7429 0000099 Other Applications NEC 0088807 February 15, 2001 Accessible Design Curriculum and Educational Materials. Engineering - Other (59) There is a growing need for accessible design (AD) products and services for individuals with disabilities. Relevant laws mandating accessibility apply to jobs, public facilities, public transportation, public sources of information including public internet services, telecommunication products and services, and the full spectrum of electronic and information technologies. These laws and others not only mandate accessibility, but in many cases they mandate the use of AD principles in the design process. However, the lack of designers and engineers with knowledge of and expertise in AD principles is a national problem. Faculty, and hence students, are not aware of the need for more coverage of AD principles and issues. To address this need, we are developing curricular material on AD principles and issues that is modular and hierarchically structured in cooperation with business and academic partners. The hierarchical approach means that the material is designed for use in introductory engineering courses as well as in advanced theory and design courses. The modular approach allows integration of the material in small parts: a lecture topic, homework problems, course demonstration or laboratory experiments. The long-term goal of this project is to have accessible design material integrated into the undergraduate engineering curricula of colleges and universities throughout the United States. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Erlandson, Robert Wayne State University MI Russell L. Pimmel Continuing grant 410000 7427 SMET 9178 7427 0000099 Other Applications NEC 0088808 January 15, 2001 Inclusion of Raman Spectroscopy in the Upper-Level Undergraduate Chemistry Laboratories. Chemistry (12) As part of a continuing effort to improve the laboratory experience of chemistry majors, Raman spectroscopy is being incorporated into the undergraduate, upper-level laboratory curriculum with the purchase of an instrument that combines the optics for Raman, fluorescence, emission, and absorption spectroscopy with CCD camera detection. Although somewhat sparse, experiments focusing on Raman spectroscopy are being adapted from the research and educational literature and are being implemented into the physical chemistry, inorganic chemistry, and instrumental analysis laboratories, with each emphasizing a different aspect of the theory and use of Raman spectroscopy. Raman spectroscopy is already presented in the lecture portion of these courses but prior to this award, no instrumentation to illustrate its applications in the laboratory was available. Recent advances in instrument and detector design have made Raman spectroscopy more valuable in industrial and research laboratories, providing a strong motivation to make undergraduate students knowledgeable about the technique. Laboratory experience with Raman spectroscopy is not common in most undergraduate laboratories so the experiments being adapted and implemented are likely to be transportable to other undergraduate programs. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Coon, Shoshanna Curtiss Hanson Laura Strauss University of Northern Iowa IA John D. Dwyer Standard Grant 12600 7428 SMET 9178 7428 0000099 Other Applications NEC 0088809 December 1, 2000 A Novel Undergraduate Power Electronics and Drives Laboratory. Engineering - Electrical (55) This project is developing a real-time computer controlled Power Electronics and Drives Laboratory that consists of object-oriented software based experiments, modular based hardware experiments, and state-of-the-art industrial drives from Allen-Bradley. Specific practices and products that are being adapted are the use of object-oriented modeling of components from RPI and Virginia Tech, and hardware implementation through power electronic building blocks from Technical University of Munich. The main features of the laboratory include PC software, DSP-based control hardware, signal conditioning units and device drives and opto-isolation for power electronic converters. Object-oriented modeling and visual programming employ computer tools such as Saber and PEMag. Students are learning through "hands-on" experience in graphical modeling and simulation, design, analysis, and prototyping of power electronics experiments, the operation of industrial grade drives, and through web-based and CD-ROM modular materials. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Sastry, Vedula Subrahmanyam Venkata Venkataramana Ajjarapu Iowa State University IA Russell L. Pimmel Standard Grant 100000 7428 SMET 9178 7428 0000099 Other Applications NEC 0088811 January 1, 2001 A System for Creating Programs Via a Spoken English Interface. Computer Science (31) We are developing NaturalJava, a natural spoken language interface for writing and editing Java programs. This system makes programming far more accessible to vision and motor impaired students. A unique feature of the system is the method of structured editing for fixing errors and/or making additions. Spoken language is converted to an abstract syntax tree which is displayed. Vision impaired students then access the displayed tree via commercial products. The system is being tested with student programs, including novices and vision and motor impaired. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Riloff, Ellen Joseph Zachary University of Utah UT Ernest L. McDuffie Standard Grant 167433 7427 SMET 9178 7427 0000099 Other Applications NEC 0088816 March 1, 2001 Curriculum Integration Through The Virtual Enterprise. Engineering - Other (59) The environment and expectations facing graduating engineers have changed dramatically in the past decade. Graduate engineers are expected to contribute immediately in competitive environments with system engineering skills, information technology skills, and soft skills in addition to traditional engineering fundamentals. The ability of engineering education to produce graduates meeting these market demands will dictate its prominence and viability in the increasingly competitive technical education market, as well as directly impact our long term influence as a nation. This proof-of-concept project is addressing the growing and preeminent need for engineering capability in two areas: Systems Engineering and Information Technology (SE/IT). The project is focused on the design, implementation, and evaluation of part of an engineering curriculum integrated through a virtual enterprise. The virtual enterprise is a full scale manufacturing supply chain, integrated using information technology, and producing actual product. Departmental laboratories are organized as business departments. The virtual enterprise is supported by the institution with required hardware funded and purchased. The project uses this virtual enterprise as a practical and consistent means of developing systems engineering, information technology, and soft skills in engineering students. The primary outcome of the proposed project will be two modules: one in manufacturing processes and one in manufacturing execution systems. Benefits to this approach include the broadening of engineering education to appeal to a larger population, including minorities that are severely underrepresented in engineering. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Stanfield, Paul Bala Ram Sanjiv Sarin Eui Park North Carolina Agricultural & Technical State University NC Russell L. Pimmel Standard Grant 74699 7427 SMET 9178 7427 0000099 Other Applications NEC 0088818 May 15, 2001 Integrating Exemplary Physical Science Teacher Enhancement Materials with Mathematics for Preservice Middle School Teachers. Interdisciplinary (99) This project is developing a two-course sequence of integrated physical science and mathematics to prepare preservice elementary and secondary teachers to teach at the middle school level. Students tend to lose interest in mathematics and science at the middle school level, a loss often attributed to ill-prepared teachers. The lack of preparation is two-fold: elementary teachers teaching at the middle school lack content in the physical sciences, while secondary teachers lack appropriate pedagogical models for teaching at the middle school level. Realizing that teachers teach as they were taught, this two-course sequence is designed to develop pedagogical models embedded in content knowledge development of preservice teachers. The objectives of the project are to: 1) Develop comprehensive knowledge of the physical sciences and applications of mathematics in the study of science in preservice middle school teachers; 2) Develop a core of university faculty who have facility in modeling teaching styles appropriate for the preservice middle school teachers; 3) Develop a curriculum package that can be adapted by other universities for the instruction of preservice middle school teachers. The objectives are being achieved by having a team of four science and one education faculty adapt proven teacher-enhancement materials in the physical science and middle school curriculum into a two-course sequence. Key elements of this adaptation are the integration of mathematics, and a research investigation that extends throughout the course so that students develop a sense of doing "real science." The project is adapting materials from Operation Physics, Operation Chemistry, Project Astro, Project Earth Science, Powerful Ideas in Physical Science, and Mission Mathematics: Linking Aerospace and the NCTM Standards. These materials are being modified by including explicit mathematical applications within the science materials as has been done within Mission Mathematics. The faculty are receiving training on teaching with the learning cycle, cooperative learning, and community building. Participation in this two-course sequence provides a model for future teachers to adapt to their classrooms. Students enrolling in these courses are at the junior level and have completed the general education science and mathematics courses: one laboratory course from any science, statistics, college algebra, and two other courses selected from biology, chemistry, geosciences, mathematics and computer science, or physics. Special efforts are being made to recruit women, minority, and non-traditional students from rural western Kansas into the new course sequence. TEACHER PREPARATION PROGRAM DUE EHR Adams, Paul Germaine Taggart Fort Hays State University KS Susan H. Hixson Standard Grant 199914 7348 SMET 9178 7348 0000099 Other Applications NEC 0088820 June 15, 2001 Adaptation of Modern Equipment and Teaching Methods with Implementation in the Undergraduate Physics Laboratories. Physics (13) The project is adapting problem-based learning and infusing modern technology and modern teaching methods into the required first two years of undergraduate laboratories for physics majors. These courses lay the foundation of experimental physics methods and techniques for majors. A thorough examination of the construction of the current courses reveals that significant improvements can be made by implementation of social psychological principles, modern educational methods and modern experimental techniques. In the laboratories, instead of being told what to measure, the students are given modern equipment and taught experimental techniques to enable them to construct their own measurements. Students do projects where the results are used later in the course or in other courses, connecting the activities of the laboratory to real situations. Preliminary efforts in this direction have produced strongly positive results. To evaluate this ambitious and non-traditional approach, there is a sophisticated assessment strategy to be administered by outside assessors. The success of this program will not only benefit one institution, but others dedicated to undergraduate laboratory education. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Furneaux, John Eric Abraham Teresa Judice University of Oklahoma Norman Campus OK Duncan E. McBride Standard Grant 130000 7428 SMET 9178 7428 0000099 Other Applications NEC 0088823 May 1, 2001 Development of Laboratory Experiences in Neural Engineering. Biological Sciences (61); Engineering (59) Academic and commercial research teams are rapidly approaching a new generation of devices that will interact with, incorporate, and/or emulate living nervous systems. Neural prostheses to restore sight, hearing, or mobility will offer a wider range of function; robotic devices will become more effective with neuromorphic control systems. Neural Engineering is the intellectual force behind these developments, supported by recent advances in cellular neurobiology, microfabrication and neural modeling. Student training in this evolving area must emphasize the cellular and molecular interfaces between biological and artificial systems. With a growing industrial investment in Neural Engineering technologies, and the increasing number of Neural Engineering research centers and graduate programs emerging across the country, it is both appropriate and advantageous to now train undergraduate students in this area. Training in Neural Engineering at the undergraduate level has been slow to develop, impeded by the compartmentalization of the requisite skills in traditionally separate curricula (Neuroscience and Engineering). The UIC Departments of Bioengineering and Biological Sciences have addressed this problem in a two-year cross-college effort to establish one of the first undergraduate Neural Engineering programs in the country. In consultation with advisory committees, we have organized a Neural Engineering curriculum which culminates in a new capstone course [BioE/BioS 475]. This course was taught by the PI/CoPI as a pilot in Spring 2000 with a minimal laboratory component. We are now adapting engineered neural systems and measurement techniques from contemporary research efforts for use in this undergraduate learning environment. This will provide hands-on experience and technical training exemplary of current trends in Neural Engineering. Specifically, we are developing two new learning modules exemplary of current issues in neural engineering. The course objective is to emphasize application-driven design of neural systems. Concordantly, the themes for each module are being adapted from faculty research involving: a) Neurons cultured on a microelectrode array, demonstrating fabrication and principles of biosensors and implantable neuroprosthetics, and b) Neural circuits patterned on an inorganic substrate, illustrating progress toward neuromorphic devices for biocomputation and complex hybrid prostheses. An important goal is to enable students to make cellular-level measurements from these engineered neural systems. We expect that 1/3 of bioengineering students and an equal number of biology students will follow the Neural Engineering course track, with approximately 40 students taking the capstone course during the initial grant period. Evaluation of pedagogy and attainment of course goals are being undertaken by the UIC Survey Research Laboratory. All of the training innovations initiated by this grant will become a permanent part of our curriculum, will be disseminated to other universities, and will be used to enhance training of secondary level science teachers through collaboration with the UIC Institute for Math and Science Education. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Hetling, John Christopher Comer University of Illinois at Chicago IL Herbert Levitan Standard Grant 85652 7428 SMET 9178 7428 0000099 Other Applications NEC 0088829 January 1, 2001 Laboratory Exercises for Cognitive Science and Psychology. Psychology - Cognitive (73) There has been an explosion of interest in matters relating cognition, brain, and behavior in the undergraduate curriculum. New courses in cognitive science are being introduced, while standard courses in neurobiology and psychology are being infused with material from cognitive science. Learning is most effective when students actively engage the subject. Thus psychology textbooks have traditionally used visual illusions to stimulate interest. Although compelling, such demonstrations are static and necessarily limited in scope. Ideally, students would not only experience illusions, but actively perform experiments, test modalities other than vision, and experience material from all areas of cognitive science. In general, it is not practical to provide full-fledged laboratories for large lecture courses such as introductory psychology, introductory neurobiology, or the emerging cognitive science courses. However, such courses often have discussion sections that would be enriched by experiments and interactive demonstrations. This project addresses these needs by development of a CD-ROM of experiments and demonstrations that can be used by students at their own computers or by instructors with projection equipment. Computers are now standard tools in the psychology research lab, and can be similarly used in teaching. Although many fine examples of illusions are scattered across the internet, they are heavily weighted toward vision, often lack explanation, and engage one only as a passive observer. This CD-ROM goes much further, using interactivity for experiments as well as demonstrations. Furthermore, it goes beyond vision to cover hearing, and beyond perception to allow students to replicate classic experiments in all areas of cognitive science. The CD-ROM covers several broad areas, including vision, hearing, language, learning and memory, attention, cognition, and practical applications. There are several modules devoted to each broad area. Each module generally includes (1) a demonstration of the phenomenon, taken from the real world where possible, (2) a demonstration with the salient features isolated, (3) a self-experiment to quantify the phenomenon, and (4) questions that stimulate students to form hypotheses and test them using the CD-ROM. Most modules are suitable for students at all levels, with introductory students simply viewing the demonstrations, and advanced students doing experiments and testing their own hypotheses. At all levels, the approach is open-ended and exploratory rather than strictly didactic. Faculty from Cornell's Department of Psychology and Cognitive Studies Program are active researchers in these fields and are available to assist us in choosing appropriate topics and recent experiments that are not yet covered in textbooks. Faculty from Cornell and elsewhere are also active in evaluating the CD-ROM during its development, both from their research expertise and by testing beta versions in their classrooms. Preliminary contacts with faculty from a variety of colleges and universities indicate considerable interest in this material. In addition, several publishers have shown interest in this project, making nationwide dissemination certain. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hoy, Ronald Cornell University NY Jeanne R. Small Continuing grant 480953 7427 SMET 9178 7427 0000099 Other Applications NEC 0088831 January 1, 2001 Model Student Environmental Contract Laboratory. Chemistry (12) Governors State University is developing a model Student Environmental Contract Laboratory( SECL) to improve instruction in the Environmental Chemistry course. The Environmental Chemistry course is required in two curricula, the BS in Chemistry with a Teacher Education Certificate (secondary school endorsement) and the BA in Elementary Education with Chemistry Teaching Specialization, and also is an advanced elective in the American Chemical Society approved BS in Chemistry curriculum. The SECL adapts the curriculum developed in NSF 9750477 at Coastal Carolina University in order to analyze environmental samples generated by the students enrolled in the class and for 'clients', including GSU biology courses and local high school teachers and high school student projects. The SECL is equipped with a new an atomic absorption spectrometer with flame and graphite furnace atomization with autosampling automation and PC control. A block digestion system facilitates greater volume of student analyses. An autosampling accessory of the university's existing GC/ MS also equips the SECL. The students enrolled in the environmental chemistry course create the SECL, perform USEPA regulatory methods, develop appropriate QA/QC procedures, and are evaluated during a mock laboratory audit. Their experiences enhance student preparation for the entry level positions in the industrial workplace. Such preparation is critical for GSU students since the BS in Chemistry majors are non- traditional students (29.9 average age), returning to the classroom to complete professional education or to change careers. Over 80% of the chemistry majors attend GSU part-time, enrolling in the late afternoon, evening and Saturday course offerings. The new instrumentation also provides remote access to the instrumentation for operation by regional high school teachers. This remote access allows participating high school teachers to enhance their effectiveness in the classroom, with enrichment of curriculum, in extracurricular activities such as clubs, and in student projects and guided inquiry. The collaboration with high school teachers and their high school students was developed based on experience gained through our CCLI A&I project 99550554, "A Regional WWW-Based FT-NMR for Chemistry Improvements." CCLI-ADAPTATION AND IMPLEMENTA DUE EHR D'Arcy, Karen John Yunger Joseph Addison Governors State University IL Susan H. Hixson Standard Grant 99709 7428 SMET 9178 7428 0000099 Other Applications NEC 0088833 July 15, 2001 Multi-Media Fluid Mechanics. Engineering - Other (59) In this project we are developing, producing, evaluating and disseminating a series of interactive modules for the teaching and learning of fluid mechanics for undergraduates in science and engineering. The modules focus on fundamentals and have impact across the curricula of Chemical, Mechanical, Petroleum, Aeronautical, Civil and Environmental Engineering, Oceanography, Meteorology, Geophysics, Applied Mathematics and Applied Physics. The primary objectives are to enhance student learning in the areas of (i) problem solving, (ii) intuition about complex flow phenomena, and (iii) retention of knowledge. These objectives are met by providing experimental visualizations and computational simulations of fluid flow phenomena in an interactive medium. An extensive set of experimental and computational facilities has been used to produce videos, simulations, and applications programs to demonstrate fluid phenomena. The format, navigation, and multimedia environment closely resembles that used in our previous NSF/DUE-sponsored project, Multi-Media Fluid Mechanics (MMFM I), recently published by Cambridge University Press, but takes advantage of new technologies in programming environments, data compression, digitization, and applications software. In the current project (MMFM II) we are producing modules on the topics of Control Volume Balances, Similarity and Scaling, Interfacial Flows and Phenomena, and Turbulence. CCLI-Phase 2 (Expansion) CCLI-EDUCATIONAL MATERIALS DEV FLUID DYNAMICS PARTICULATE &MULTIPHASE PROCES DUE EHR Homsy, George University of California-Santa Barbara CA Sheryl A. Sorby Continuing grant 609998 7492 7427 1443 1415 SMET 9178 0000099 Other Applications NEC 0088835 January 1, 2001 Enhancing and Implementing an Internet-Based System for Mathematics Homework Problems. Mathematical Sciences (21) This project enhances, implements and disseminates a technologically innovative software application, WeBWorK. WeBWork, an Internet-based system for generating and delivering homework math problems to students, was developed at the University of Rochester and is in use at several other major universities. This project adapts WeBWork to meet mathematics content and populations specific to the institution. It also enhances the tool so that other faculty can use it easily and can contribute to the database that supports the tool. The goals of this project are to improve mathematical literacy for undergraduate math students, to enhance the educational effectiveness of homework in a wide variety of lower division classes, to improve the content and capabilities of the national WeBWorK database program, and to pioneer the extension of WeBWorK throughout the university system and to community high schools. The project broadens the base of faculty who can author problems by developing additional software tools for instructors that will enable them to create mathematical problems to be used on WeBWorK without writing code. The project includes development of WeBWorK instructor's guide and web-based teaching guides for distribution to university and high school faculty members from the community. The final enhancement is development of a mechanism to enable faculty to conduct a keyword search of the database for searches on the national database. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Ziemer, William Arthur Wayman Tangan Gao Angelo Segalla Saleem Watson California State University-Long Beach CA Elizabeth Teles Standard Grant 163813 7428 SMET 9178 7428 0000099 Other Applications NEC 0088840 March 1, 2001 Development of Research-Based Curriculum to Improve Student Learning in Physics. Physics (13) The primary goal of the project is the improvement of learning for all students who take undergraduate physics. To help achieve this goal, the Physics Education Group will produce a suite of mutually reinforcing instructional materials for: (1) introductory physics courses for science and engineering majors (calculus-based and algebra-based), (2) lower and upper division courses for physics majors, (3) physics courses for future K-12 teachers, (4) physics courses for non-science majors, and (5) courses for students underprepared in science and mathematics who aspire to science-related careers (especially those from underrepresented minority groups). The project consists of three interdependent components: (a) development and assessment of curriculum, (b) research on the learning and teaching of physics, and (c) faculty development. The first component consists of the development of two interrelated types of instructional materials: "Tutorials in Undergraduate Physics" and "Physics by Inquiry." Both draw upon and expand on previous curriculum developed by the group that have been shown to be effective with different student populations in a variety of instructional settings. The project responds to the need for additional tutorials for undergraduate instruction in physics and modules for the preparation of K-12 teachers. The primary materials in the tutorial part of the project are: versions of "Tutorials in Introductory Physics" suitable for the algebra-based, calculus-based and honors physics courses; "Tutorials on Problem-solving in Introductory Physics;" and "Tutorials beyond Introductory Physics." The primary materials in the part of the project that pertains to the preparation of K-12 teachers are based on topics in the National Science Education Standards that are not included in the published version of "Physics by Inquiry." The new modules include topics in classical physics and physical science, revisions of existing modules, and new modules on topics in modern physics. Secondary instructional materials are being developed concurrently that increase the adaptability of the primary materials to different student populations and instructional settings. Ongoing assessment of student learning will characterize every stage of the curriculum development process. Results from research will not only inform the development of curriculum in this project but will also contribute to a research base that serves as a national and international resource. Commercial publication will ensure that the curriculum produced will be nationally distributed. Systematic faculty development will enhance dissemination of the materials and provide assistance to instructors in adopting the materials. PHYSICS EDUC & INTERDISCIP RES CCLI-Phase 1 (Exploratory) CCLI-EDUCATIONAL MATERIALS DEV TEACHER PREPARATION PROGRAM DUE EHR McDermott, Lillian Paula Heron Peter Shaffer University of Washington WA Duncan E. McBride Continuing grant 1015510 9134 7494 7427 7348 SMET 9178 9134 7427 0000099 Other Applications NEC 0088847 April 15, 2001 FIRST II Faculty Institutes for Reforming Science Teaching Through Field Stations. Biological Sciences (61) The Faculty Institutes for Reforming Science Teaching project (FIRST I) enabled 92 faculty teaching 322 courses at 27 colleges and universities to use active, inquiry-based science teaching, thus providing more opportunities for all students to gain scientific understanding. We are expanding FIRST I into a national dissemination project, called FIRST II, which provides large-scale, long-term professional development program for biology faculty, postdoctoral and graduate students from universities, four-year, and community colleges. The FIRST II project is providing widespread dissemination of instructional practices and materials that give faculty the ability to help all students learn science using active teaching methods and inquiry. The FIRST II project is being implemented and sustained by teams of scientists/faculty centered at eight biological field stations throughout the United States. The field station teams are working with faculty from colleges and universities in their region in a series of workshops that model active, inquiry-based science teaching both in the classroom and the field. FIRST II is also enabling faculty to learn and use multiple assessment strategies that provide evidence of student learning which their peers accept. We are exploring ways in which teaching can be recognized, evaluated, and rewarded within institutions. In FIRST II we are gathering evidence for the impact of both changes in faculty teaching and improvements in students' learning. The networks of faculty centered at each field station, and the national dissemination network hosted by the Long-Term Ecological Research Network office are facilitating collaboration among faculty about their reforms toward achieving excellence in science teaching, and about the emerging criteria and strategies for the scholarship of teaching. CCLI-NATIONAL DISSEMINATION CCLI-ADAPTATION AND IMPLEMENTA TEACHER PREPARATION PROGRAM DUE EHR Hodder, Janet Diane Ebert-May University of Oregon Eugene OR Terry S. Woodin Continuing grant 1198090 7429 7428 7348 SMET 9178 7429 0000099 Other Applications NEC 0116000 Human Subjects 0088851 December 15, 2000 Visionlearning: An Education Web Portal. Interdisciplinary (99) This project creates public, interdisciplinary science education Web-based instructional modules that combine core, interdisciplinary science lessons with interactive multimedia material, research reports, historical biographies and other excellent Web resources to present students with a high-quality, inquiry-based learning experience. These modules are launched in an education Web portal, Visionlearning, which allows science instructors to combine a custom set of these modules with their own course content, such as a syllabus, to easily create a personal Web classroom. This project helps to overcome the barriers that prevent widespread use of the Web in science education by providing a content-rich yet fast and easy-to-use system to introduce instructors to educational technology. This project provides free interdisciplinary science Web lessons, promotes faculty use of instructional technology, creates bilingual science resources and quantitatively evaluates all of the resources developed. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Carpi, Anthony CUNY John Jay College of Criminal Justice NY Mark James Burge Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0088855 May 1, 2001 An Integrated, Thematic Approach to Biology Methods for Teacher Training. Biological Sciences (61) Faculty from the Departments of Biochemistry and Ecology and Evolutionary Biology are developing an integrated pair of biology methods courses for pre- service teachers. One course focuses on topics related to cell biological, molecular, and biochemical topics; the other highlights topics and approaches in teaching about ecology and evolution. Both focus on a level of understanding appropriate for middle and high school biology teachers and provide considerable exposure to biological content as well as teaching methods. The two courses are offered separately, but are integrated by a common conceptual theme of life in the desert. All topics are considered from the point of view of adaptations to the desert environment, from the whole organism to the cell and molecular level. Extensive use is made of both campus and off-campus resources that help students better understand life in the desert. Computer-interfaced field instruments and sensors facilitate investigative field research projects that are designed and carried out by students who are also student teachers. Both courses engage students in dialogue about the common misconceptions about the natural world, and how an interdisciplinary, hands- on teaching approach can help to identify and clarify misconceptions. Our goal in focusing on misconceptions is to model how teachers can best help students learn difficult concepts and how to genuinely assess learning and understanding. The focus on misconceptions also creates an environment in our courses where questioning and intellectual thought are valued, where a lack of understanding is an impetus for further exploration, and where students are encouraged to learn from each other and to value a diversity of styles of teaching and learning. Students work through exemplary activities and discuss the techniques that foster student involvement in biology laboratory activities. Both courses are mapped to Benchmarks for Science Literacy (AAAS, 1993) and the National Science Education Standards (NRC, 1996) and both adapt practices from a number of resources including Great Explorations in Math and Science, Full-Option Science Series programs, Science and Technology for Children, Bottle Biology, and the American Chemical Society Chemistry in the Community . A practicing secondary school teacher is a valued collaborator in course design and teaching to ensure that both courses are as relevant as possible to the actual classroom teaching situation. TEACHER PREPARATION PROGRAM DUE EHR Mangin, Katrina Lisa Elfring University of Arizona AZ Terry S. Woodin Standard Grant 64280 7348 SMET 9178 7428 0000099 Other Applications NEC 0088861 June 15, 2001 A Software Tool to Study the Transport of Trace Chemicals in the Earth's Stratosphere. Atmospheric Sciences (41) Understanding transport in the Earth's stratosphere is an important foundation for atmospheric science. Transport in the stratosphere plays a crucial role in determining the seasonal and spatial distributions of many trace gases in the atmosphere. The intrinsic complexity of the atmosphere precludes the exclusive use of analytic solutions. As a result, numerical models are standard tools for studying the atmosphere. This project is adapting the Atmospheric and Research 'short" numerical modeling program for use as an educational tool to teach undergraduates how trace chemicals are transported in the atmosphere. Subsequently, an accompanying set of 8 lesson plans will be developed, which will provide a framework of how the software can be used. The model provides hands-on experience simulating transport in the stratosphere with the ability to compare model results to satellite and other observations. The AER "short" model is a mature Fortran code developed in the early eighties with funding from NASA, Air Force and industry and has been continuously improved through its applications in scientific research in the past 15 years. It is one of five models that were developed and maintained by institutions in the United States and have remained active over the past 15 years. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Lee, Felicia Malcolm Ko Debra Weisenstein Atmospheric and Environmental Research Inc MA Herbert Levitan Standard Grant 75000 7427 SMET 9178 7427 0000099 Other Applications NEC 0088863 April 15, 2001 Undergraduate Interdisciplinary Molecular Biology Training Facility. Biological Sciences (61) Chemistry (12) Due to the nature of doing molecular biology at a primarily undergraduate institution, there are several challenges faculty face in providing students with the training they need to compete successfully for jobs in the growing biotechnology industry and the training required to perpetuate this knowledge to future generations. These challenges include limited funding, space, and time. This project supports the development of a shared interdisciplinary molecular facility that will be used in undergraduate and graduate level courses in Chemistry and Biological Sciences, individual student research projects, and summer research experiences for talented middle school children. The facility enables the integration of state-of-the-art molecular techniques into the curriculum of over 14 courses at the California State University, Sacramento (CSUS) including those for prospective K-12 teachers. Over 52% of the students at CSUS are represented by minorities. Additionally, most of the CSUS students are "non- traditional" - in their mid to late 20s, and work an average of 25 hours a week while attending college. Use of this facility enables CSUS students, through course-centered, inquiry-based projects, to learn cutting- edge technological methods that significantly raises their preparation for entry into careers in biotechnology and science education. The project is an adaptation of a similar facility developed with NSF support at California Polytechnic State University, and adapts research methods from the primary research literature. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Lindgren, Susanne Linda Roberts Ruth Ballard University Enterprises, Incorporated CA Terry S. Woodin Standard Grant 100000 7428 SMET 9178 7428 0000099 Other Applications NEC 0088864 January 1, 2001 Assessing the Feasibility and Impact of Using Online Problem-Solving in Computer Science. Computer Science (31) This project develops four problem-generators on programming languages topics. The problem generators are designed to generate problems as parameterized instances of a problem template. Their performance and use is evaluated over four semesters. The problem generators are expected to promote active learning among students and to improve the problem-solving skills of students. Problem-based learning improves long-term retention. Researchers have advocated the use of self-paced exercises, practice to build problem-solving skills, and the use of frequent, graded assignments in a course. Faculty are increasingly turning to the use of technology to provide practice problems to students. They are developing programs to generate problems, and making them available to students for practice. But, such programs that provide students with frequent, self- paced exercises have been infrequently attempted for computer science topics, because problems in computer science are not always quantitative, and they often depend on the structure of arbitrary computer programs. This project investigates the potential for use of problem-generations in computer science topics in light of the unique constraints of the computer science curriculum. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Kumar, Amruth Ramapo College of New Jersey NJ Robert Stephen Cunningham Standard Grant 74855 7427 SMET 9178 7427 0000099 Other Applications NEC 0088865 June 1, 2001 The Molecules of Life: A Lecture and Laboratory Course for Non-Science Majors. Biological Sciences (61) This proposal describes the development of instructional materials for an innovative course, entitled The Molecules of Life, which is aimed at undergraduate non-science majors. The project addresses an urgent need to improve science education for students who do not specialize in science but must be scientifically literate in order to make informed decisions as citizens in their personal lives and future careers. The target audience for the course includes undergraduates in the liberal arts, business majors, and students training to be teachers. The Molecules of Life uses modern topics such as protein structure, drug design, and the immune response to convey our understanding of biomolecular function and how this knowledge is applied in combating human disease. Existing resources for biochemistry instruction are not suitable for this course since they are designed for science majors or students studying for health professions. Therefore, we are developing three types of educational materials for The Molecules of Life: written instructional modules; an interactive web site incorporating molecular graphics exercises; and multi-week, inquiry-based laboratory projects on enzyme structure and function. The instructional modules are being written in collaboration with NYU research faculty, thereby enhancing faculty development and connecting research and teaching activities. Utilizing sophisticated graphics software in a course for non-science majors is a creative application of a technology that is currently underutilized in this context. Laboratory projects are being designed with the assistance of graduate students who then teach the laboratory sections, a combined experience that enhances their training as teachers. Instructional materials are evaluated by faculty both within and outside NYU, and the effectiveness of the course is assessed from student evaluations. The materials and course results are disseminated via commercial publication, workshops, and articles in science education journals. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Kallenbach, Neville Trace Jordan New York University NY Katherine J. Denniston Standard Grant 80727 7427 SMET 9178 7427 0000099 Other Applications NEC 0088873 February 15, 2001 An Integrated Virtual Learning System For Programmable Controller. Engineering - Engineering Technology (58) Programmable logic controllers (PLCs) are an essential part of manufacturing automation. Thousands of these devices have been used in manufacturing plants for such applications as monitoring security, managing energy consumption, and controlling machines and automatic production lines. However, because of limitations in equipment availability, it is often difficult for students to gain the experience needed to become proficient with PLCs. This is a proof-of-concept project to develop an integrated virtual learning system for programmable logic controllers. The system is initially being utilized as an instructional/laboratory aid within the Manufacturing Engineering Technology program at Texas A&M University. This system is integrating the strong educational emphasis of an intelligent tutoring system with the technological innovation of a PLC emulator and the attraction and motivation of a game. Each component is being developed and evaluated both internally and externally. Evaluation criteria includes instructional effectiveness and lesson content appropriateness. Results are being disseminated within the academic and industrial communities via the Internet. If the concept is proven, the methodology will be replicable and applicable to several other types of equipment and technical laboratory courses. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hsieh, Sheng-Jen Texas Engineering Experiment Station TX Russell L. Pimmel Standard Grant 74999 7427 SMET 9178 7427 0000099 Other Applications NEC 0088876 June 1, 2001 Interactive Organic Chemistry Learning on the World Wide Web. Chemistry (12) The proposed project has three goals: (1) to increase the retention rate for students in basic organic chemistry courses, (2) to enhance the ability of students in these courses to use scientific reasoning, and (3) to drive innovation in the teaching of organic chemistry. These are accomplished by creating interactive learning software delivered to students over the web by a versatile platform called OWL developed at the institution and now used in general chemistry. The software consists of guided discovery modules and intelligent tutors. Using guided discovery modules, students run virtual experiments, interpret data, and then form, test, and revise hypotheses. The students' scientific reasoning ability is enhanced while gaining an appreciation for the experimental basis for the organic chemistry they are learning. Using intelligent tutors, students explore topics like SN1, SN2, E1, & E2 reactivity and synthesis. Students receive immediate feedback, tuned to each individual's level of mastery. Combined with regular electronic homework, also delivered by OWL, students are prompted to keep current in their courses by participating actively in their own learning. Student participation in all components of this system, called "Organic OWL," is encouraged by allotment of credit for passed homework and completed modules and tutors. The learning power of the software will be enhanced significantly by a provision for students to draw and to submit their own structures using the ChemDraw and ChemFinder programs, in cooperation with CambridgeSoft Inc., Cambridge, MA. The materials are text-independent, and the OWL delivery platform are to be available commercially within one year of the start of the project. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Hixson, Stephen C Peter Lillya Beverly Woolf Marietta Schwartz William Vining University of Massachusetts Amherst MA Harry Ungar Standard Grant 478579 7427 SMET 9178 7427 0000099 Other Applications NEC 0088877 December 15, 2000 Municipal Solid Waste Management Learning Tool. Engineering - Other (59) An overview of solid waste management is an important component of most undergraduate civil and environmental engineering curriculum. The solid waste field encompasses a wide range of principles derived from mechanical engineering, economics, optimization, chemistry, mathematics, hydraulics, hydrology, geotechnical engineering, etc. Traditionally it is taught using a combination of lectures, homework exercises, engineering design experiences, and the very occasional field trip. However, the concepts involved are best grasped through actual experience with the processes. This project is enhancing learning of engineering principles and fundamentals through the development of supplementary electronic/digital teaching materials. Specifically, we are developing a compact disc containing video and audio clips, slides and other visual aids demonstrating management strategies for municipal solid waste, and providing students with hands-on learning experiences responsive to diverse learning styles. In addition, we have formed a collaboration among the College of Engineering and Computer Science, College of Education, and K-12 at-risk schools to engage students in learning about MSW management. The compact disk will also be made available to engineering programs adopting a new text, Solid Waste Engineering, through a distribution plan to be arranged with Brooks/Cole, Inc. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Reinhart, Debra Debby Mitchell University of Central Florida FL Rogers E. Salters Standard Grant 74938 7427 SMET 9178 7427 0000099 Other Applications NEC 0088878 April 1, 2001 Non-traditional Laboratory Experiments: Olive Oil Manufacturing and Testing. Engineering - Chemical (53) Chemistry - (12) This proof-of-concept project is an integrated effort between the faculty of Chemical Engineering and Chemistry departments at Rowan University. The primary objective of this project is to develop new laboratory experiments that utilize a series of chemical processes and analytical techniques that are not traditionally covered in chemical engineering and/or chemistry curricula, but that are commonly encountered in industry. Using chemicals derived from food grade raw materials, intrinsically safe new laboratory experiments are being created for chemical engineering and chemistry courses. Laboratory modules based on each step of the olive oil manufacturing process are being developed. These modules range in complexity from fundamental engineering and science principles shown in gravity decantation of immiscible liquids to more complex principles required to describe filtration theory. Within these experiments, students are relating product qualities of flavor and aroma with chemical components. Advanced technology is being integrated into the project by using high performance liquid chromatography (HPLC) and gas chromatography to identify these compounds. The biomedical focus of these laboratories is to identify and quantify the presence of oleic and linoleic acids. Students conducting these laboratories are developing high level thinking skills by identifying the relationship between process variables and the resulting oil properties. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Savelski, Mariano Robert Hesketh C. Stewart Slater Stephanie Farrell Rowan University NJ Russell L. Pimmel Standard Grant 65286 7427 SMET 9178 7427 0000099 Other Applications NEC 0088881 March 1, 2001 Virtual and Physical Laboratories for Active Learning of Electronic Materials. Engineering - Electrical (55) This project is developing a Web-based active learning toolkit with course modules for undergraduate electronic materials coursework. Current applications of the Web to engineering and science classes are fairly limited extensions of traditional textbook approaches to learning. In contrast, this project builds a framework for developing virtual laboratory experiments that address the different learning styles of students, and presents information at various levels of abstraction. These virtual experiments are integrated with traditional hands-on laboratory experiments in a course in electronic materials. The educational challenge is to help undergraduates develop intuitions about how electrons move inside a crystal, how they interact with each other, and how they are affected by applied voltage, light and heat. In contrast to many educational applets, which are merely animations of the pages of the textbook, we use simulations based on the linear response theory and Boltzmann transport equation. This allows students to explore the microscopic origin of many electron transport phenomena without understanding the sophisticated mathematics typically covered in an advanced graduate course. This technology demonstrates how the Web can be used to bridge the gap between lectures and laboratories, reach students with different learning styles, and facilitate active learning in a classroom context. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Shakouri, Ali Tara Madhyastha University of California-Santa Cruz CA Rogers E. Salters Standard Grant 74974 7427 SMET 9178 7427 0000099 Other Applications NEC 0088882 January 1, 2001 Enhancing Chemistry Curricula through Molecular Modeling: A Multi-Campus Consortium Approach. Chemistry (12) This project is a joint effort by four chemistry departments in the University of Alaska system to improve the access of UA chemistry students to modern computational chemistry tools. Chemistry faculty at these sites, which include UA campuses at Fairbanks, Anchorage, Juneau, and the Matanuska-Susitna Valley, do have some experience using molecular modeling software. However, most of these small chemistry departments by themselves lack experience using molecular modeling in the teaching setting, they lack colleagues within their sub-disciplines to discuss specific molecular modeling issues, and they lack the financial resources and technical background to install the necessary hardware and software on a department-wide scale. Thus the UA consortium was formed to provide mutual technical support concerning how to solve specific molecular modeling problems, to exchange ideas and methods for incorporating molecular modeling in the chemistry curriculum, and to choose the best hardware and software for installation in undergraduate computer labs. The PIs settled on a common hardware standard and the HyperChem molecular modeling system to facilitate communication throughout the UA system. Communication also is fostered by setting up a Web site (www.hyperalaska.edu) as a centralized information exchange site for Alaska chemistry faculty, or others nationwide, regarding teaching or research applications of molecular modeling. UA chemistry faculty are adapting molecular modeling methods in their curricula in various ways. These are designed to: (1) enhance the mental picture of molecularity among introductory level students (Jones, ChemConf 96), (2) create unifying cross-disciplinary connections among upper division students enrolled in discipline-specific chemistry and (in some cases) biology classes (Martin, J. Chem. Ed., 75, 241, 1998), and (3) critically benchmark computational chemistry results against experimental results, such as those obtained in NMR, IR, thermochemical, chromatographic, kinetic or other experiments (Yarger, J. Chem. Ed., 74, 243, 1997; Wolfson, J. Chem. Ed. 73, 1026, 1996). The across-the-board implementation of molecular modeling described here is expected to significantly strengthen chemistry learning by providing new motivation for students to undertake learning, a new conceptual route to learning, and significant and interesting learning goals for both students and teachers. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Keller, John John Kennish Rudy Candler Michael Stekoll University of Alaska Fairbanks Campus AK Susan H. Hixson Standard Grant 88850 7428 SMET 9178 7428 0000099 Other Applications NEC 0088884 January 1, 2001 Robotics as a Unifying Theme for Computing Curriculum 2001. Computer Science (31) This project demonstrates that robotics (in particular, the LEGO Mindstorms platform) can be a cost-effective and widely-applicable tool for teaching a significant proportion of the ACM/IEEE Computing Curriculum 2001 (CC2001) Body of Knowledge. We are developing an extensible set of 30-40 assignments and laboratory exercises that use LEGO Mindstorms robot kits to motivate and support active student learning across applicable knowledge areas of the CC2001. Examples of such knowledge areas include concurrency in Operating Systems, distributed systems in Networking, and agent design in Artificial Intelligence. Secondly we create new software tools and adapt existing freeware packages available in the Mindstorms user community for our more advanced purposes. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Klassner, Frank Scott Anderson Villanova University PA Robert Stephen Cunningham Standard Grant 73401 7427 SMET 9178 7427 0000099 Other Applications NEC 0088891 July 1, 2001 The Creative Design Workshop: Proof of Concept. Engineering - Mechanical (56) Operating like an engineering company, the Creative Design Workshop (CDW) embodies four mini-courses offered in the Mechanical Engineering Department. It provides students with a collaborative, inquiry-based learning environment of exploratory hands-on reverse engineering projects coupled with formal instruction in communication, teamwork, teaching methods, and learning styles. Participation in the CDW gives students a good 'feel' for how mechanical devices work and the rationale behind their design. In addition, the formal instruction in teaching and their teaching experience within the CDW may increase students' level of interest in seeking a faculty career after graduation. Integration of technology is addressed through student use of computers and multimedia software as part of their reverse engineering projects. Formative evaluations are performed several times during the life of the project through focus groups and self-administered surveys. Groups of students not involved in the CDW, but with similar academic backgrounds, are used as control groups. Comparisons of evaluations between them and those students in the CDW provide a measure of the effectiveness of the CDW in meeting its stated objectives. A full description of the project and the materials used in each project component are available on the CDW website. Results from the summative evaluation at the end of the project will be made available through conference and journal publication. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Ogot, Madara Rutgers University New Brunswick NJ Russell L. Pimmel Standard Grant 74927 7427 SMET 9178 7427 0000099 Other Applications NEC 0088895 January 1, 2001 Making Interaction Fundamental in Object-oriented CS1: Programming Tools and Curricular Materials to Support Concurrency and Event-driven Programming. Computer Science (31) Despite many efforts, the typical introductory course in computer science still does not present the software development process the way modern software is actually implemented. Our approach is to combine an object-first style with such normally advanced topics as animation, concurrency and event-driven programming. The mechanism for doing so is the use of an extensive library of routines which provides an environment in which students solve interesting problems using simple versions of advanced techniques. By gradually reducing the support provided by this library, we introduce students to deeper issues in computer science naturally motivating advanced material. The results of our work include the library which enables animation, concurrency and event-drive programming at the introductory level; a self-contained tutorial for this libary; an extensive suite of sample programs and exercises which make use of this library; and a textbook. Each of these materials will be evaluated at a variety of institutions ranging from college preparatory to highly selective. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Bruce, Kim Thomas Murtagh Andrea Danyluk Williams College MA Mark James Burge Standard Grant 287892 7427 SMET 9178 7427 0000099 Other Applications NEC 0088901 January 1, 2001 Bridging the Vector Calculus Gap. Mathematical Sciences (21) Physics (13) There is a "vector calculus gap" between the way vector calculus is usually taught by mathematicians and the way it is used by other scientists. This material is essential for physicists and some engineers due to its central role in the description of electricity and magnetism. But the traditional language used by mathematicians to teach this material is so different from the way it is used in applications that students are often unable to translate. A major part of the problem is the traditional mathematics emphasis on Cartesian coordinates to describe vectors as triples of numbers, rather than emphasizing that vectors are arrows in space. This leads to the dot and cross products being memorized as algebraic formulas, rather than statements about projections and areas, respectively. The traditional approach has the one big advantage of providing a single framework for handling quite general problems. But most practical applications, including virtually all at the undergraduate level, fall into a small number of special cases, such as those with spherical or cylindrical symmetry. Problems with a high degree of symmetry become much more intuitive when the computations are done in appropriate coordinates, using a vector basis adapted to those coordinates. This emphasizes the geometry of the problem, rather than a brute force algebraic computation. This project is developing supplemental materials, especially small group activities, which emphasize the geometry of highly symmetric situations, some of which are intended for use with an otherwise traditional vector calculus course, and some of which are intended for use in a new, upper-division physics course on related material. Such activities introduce students to the types of problems and methods of solution which they encounter in their chosen specialization, while at the same time increasing their understanding of traditional vector calculus and its applications, thus bridging the vector calculus gap. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Dray, Tevian Corinne Manogue Oregon State University OR Elizabeth Teles Standard Grant 112513 7427 SMET 9178 7427 0000099 Other Applications NEC 0088903 February 1, 2001 An Integrated Approach to Educating a Diverse Population on Environmental Management Systems. Interdisciplinary (99) This proof-of-concept project is designing an interdisciplinary curriculum to educate students from diverse disciplines about environmental management systems (EMS). The primary goal is to help students understand the importance of environmental issues through an integrated approach drawing on science, business/economic, legal, social, and engineering concepts. EMS are "next generation" responses to pollution prevention that go beyond environmental regulatory compliance by integrating science, quality management and systems engineering practices to improve environmental performance. As such, the project applies selected science, business and engineering applications to an issue of broad public interest and concern. The first core activity of the project is the development of a model curriculum so that students can better understand the benefits of environmental management in real-world settings by interacting with faculty from diverse disciplines and with professionals from engineering, sciences, and business. Working with a group of universities and companies, the project team is designing and testing interdisciplinary learning modules on EMS. These learning modules are being designed for face-to-face as well as web-based delivery and include a variety of active learning strategies such as class discussions, case studies, and internships. The project advisory group, composed of faculty from academic institutions, and business and environmental practitioners, play a central role in the design, evaluation, and dissemination of the materials. The project is engaged in both formative and summative evaluation activities, including evaluations by the advisory group, students, practitioners, project evaluators, and participating partners. A second core activity is designing outreach efforts to diverse student populations. To facilitate outreach, project deliverables are being disseminated through a variety of means including the project website, presentations, publications, advisory group follow-up, and informational sources. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Krishnamurthi, Murali Harvey Smith Philip Carpenter Northern Illinois University IL Myles G. Boylan Standard Grant 74806 7427 SMET 9178 7427 0000099 Other Applications NEC 0088904 December 1, 2000 Effective Practices in Electrical Engineering Service Courses. Engineering - Electrical (55) The objective of this project is to produce educational materials for an electrical engineering service course that motivates mechanical engineering students by presenting the content of electrical systems in the context of mechanical engineering. Motivating students and engaging their interest is the one element vital for the success of any course and is, unfortunately, the element too often lacking in such service courses. This problem is addressed by presenting topics in electrical systems from the viewpoint and in the context of the discipline being served. The study of electrical systems is embedded into major components of mechanical engineering, thus allowing students to construct a knowledge of electrical systems that is well integrated with their existing base of knowledge. This approach can be extended to other engineering disciplines that need knowledge of electrical systems. Delivery features include studio format, a variety of active learning strategies, and Web-based learning and assessment tools including Just-in-Time Teaching (JiTT), ConcepTests, multimedia simulations, and hypertext informational documents. Throughout the project, a review board of nationally-recognized experts in engineering education and assessment is evaluating the educational materials developed, providing information for continuous improvement, and assuring that the materials developed can serve as a model for the development of service courses in electrical systems. Dissemination will be through a published textbook, journal articles, conference presentations, and faculty workshops. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Wheeler, Edward Clifford Grigg Rose-Hulman Institute of Technology IN Russell L. Pimmel Standard Grant 218194 7427 SMET 9178 7427 0000099 Other Applications NEC 0088906 April 1, 2001 Investigative Science Learning Environment: Science and Cognition Combined. Physics (13) This project is developing and testing for large enrollment introductory physics courses a unique multifaceted epistemological learning system-Investigative Science Learning Environment (ISLE) - that replicates systematic discovery methods used by practicing scientists. The goal of this system is to bring "a scientific way of knowing" into the process of learning physics. A complete set of curriculum materials (published innovative textbook, student study guide, and instructor's guide including suggestions for experiments) is being developed for the algebra-based physics course taken primarily by biology majors and pre-medical students. In addition, resource materials, feedback formative assessment instruments, and recommendations on practical implementation of the ISLE are being prepared as supplements for this course and for the calculus-based introductory physics courses in which traditional physics texts are used. ISLE is being tested in algebra-based physics courses, in a bridging course for under prepared engineering students, and in regular and honors calculus-based physics for engineering students. The ISLE is based on research in physics education, cognitive science, and learning-outcome requests from the 21st century workplace. It is being used in several institutions-Ohio State University, Rutgers University, Chico State University and a two-year college. Students can be active learners rather than objects of teaching. Students construct the understanding of physics themselves following the same general pattern for each concept-devising and experimentally testing qualitative and quantitative explanations of the phenomena that they observe. Various proven thinking and learning strategies-multiple exposures, multiple representations, and multimedia-enhanced learning-are used. Students are active participants in all parts of the course, and they solve complex problems and apply their knowledge for practical purposes. After taking the Investigative Science Learning Environment (ISLE) physics course, students should be better skilled in the techniques of scientific investigation, experienced in designing their own investigations and in decision making, able to construct their understanding of new concepts, and used to working collaboratively in groups to solve complex real life problems. They leave instruction with conceptual knowledge and procedural knowledge structures. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Van Heuvelen, Alan Eugenia Etkina Suzanne Brahmia Xueli Zou Ohio State University Research Foundation OH Duncan E. McBride Continuing grant 495304 7427 SMET 9178 7427 0000099 Other Applications NEC 0088986 February 1, 2001 An Environmentally-benign ('Green') Organic Chemistry Curriculum. Chemistry (12) As environmental awareness has grown, modern chemical research and development has increasingly focused on the discovery of methods for environmentally benign chemical synthesis and processing ("Green Chemistry"). Through this project, educational materials are being developed which bring modern green chemical approaches, techniques, and thought processes to the large-enrollment undergraduate organic chemistry teaching laboratory. With the extensive involvement of undergraduate students at the University of Oregon and at selected institutions across the country, new experiments teaching the essentials of practical organic chemistry, complementing the content of typical organic chemistry lecture courses, and illustrating the principles of green chemistry, are being devised and tested. These materials will be disseminated internationally through a variety of vehicles, including a published green organic chemistry laboratory textbook, workshops for teachers from all levels of educational institutions (K-12, community college, four-year college, and university), a Web-centered database of green chemical experiments, and versatile complementary materials for organic chemistry lecture courses. Both development and evaluation of experiments, as well as evaluation of written pedagogical materials, are being assisted through collaborative arrangements with four-year colleges, community colleges, and high schools. An international panel has been organized to provide periodic advisory input. The project is funded by the Division of Undergraduate Education within the Directorate for Education and Human Resources, with significant co-funding from the Chemistry Division within the Directorate for Mathematical and Physical Sciences, and the Office of Multidisciplinary Activities within the Directorate for Mathematical and Physical Sciences. CCLI-EDUCATIONAL MATERIALS DEV CHEMISTRY EDUCATION OFFICE OF MULTIDISCIPLINARY AC DUE EHR Hutchison, James University of Oregon Eugene OR Susan H. Hixson Standard Grant 499681 7427 1990 1253 SMET 9178 7427 0000099 Other Applications NEC 0088990 April 15, 2001 Teaching Nanoscience. Physics (13) Nearly forty years ago Richard Feynman issued an invitation to students of science and engineering to enter a new field called nanotechnology. The mission of this new field was the study of nanometer-sized materials, with the long-term goal of establishing the technology needed for future electronic and optoelectronic devices. The new field would enable lighter, stronger, faster, smarter, cheaper, and cleaner products. Today we can see that many students in the different disciplines of both science and engineering have accepted Feynman's invitation. University research in the field of nanotechnology is on an exponential rise. There is little doubt of either the beckoning need to successfully compete internationally or the exciting contribution this field will make in the years ahead. It is possible for us to envision a new generation of materials that will result in lighter transportation vehicles, surgical instruments that could operate on cells, tiny nanometer-size machines and faster, smaller computers. Despite the early pervasiveness of this field little has been done to "bridge" the educational experience that we offer to our students, to this new dynamic science. This is unfortunate, since the study of nanostructures is a beautiful way to learn many old and new concepts in bulk and surface material science. As teachers, we are moved when we see the gleam in a student's eye while controlling and observing structure on a nanoscale. This project helps to build this "bridge" as a new educational approach to teaching the science of materials. Students are participating in an educational experience built around a new molecular beam epitaxy -scanning tunneling microscope facility at the University of Arkansas. The goal is to educate undergraduates who are prepared to contribute to the advancement of nanostructures and their applications as the next generation of electronic and photonic devices. CCLI-ADAPTATION AND IMPLEMENTA DUE EHR Salamo, Gregory University of Arkansas AR Duncan E. McBride Standard Grant 42500 7428 SMET 9178 7428 7427 0000099 Other Applications NEC 0089004 January 1, 2001 Statistical applications for the mathematics curriculum. Mathematical Sciences (21) This project is developing or fundamentally restructuring courses in probability and statistics, and producing textbooks and other written materials suitable for national distribution. The aim of the project is to offer students experience with authentic, contemporary applications of statistics, and to do this in a way that retains an emphasis on what elevates mathematical thinking above its use as a mere tool. The project is providing opportunities for students to experience the power and beauty of abstraction as a process that reveals unexpected connections between objects that are quite dissimilar on a concrete level. The project is strengthening the preparation offered to students, increasing their appreciation of mathematics, and increasing course enrollments and numbers of majors. In particular, the project is producing textbooks and other materials that can either be used for courses at other institutions, or used as models there for the development of new courses in the same spirit. The project makes explicit connections to the crosscutting themes of diversity, technology, and teachers. The institution is a women's college with an outstanding record of involving women in the sciences. All of the courses make essential use of the computer by incorporating numerical methods and probability simulations as the most direct path to applications and concepts that would otherwise not be accessible to our students via paper-and-pencil exercises. Those who teach mathematics in schools should know how mathematics is currently used, have experience with computer solution of problems that are analytically out of reach, and, above all, have the uniquely compelling experience of making unexpected connections by discovering common abstract structure. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Cobb, George Mount Holyoke College MA Lee L. Zia Standard Grant 149927 7427 SMET 9178 7427 0000099 Other Applications NEC 0089005 April 1, 2001 MAA Comprehensive Professional Development Program for Mathematics Faculty. DUE-0089005 Mathematical Sciences (21) For this project the Mathematical Association of America is offering a series of workshops for advanced graduate students and college faculty at all levels of experience. The workshops are of two types: Five-day twenty person on-site workshops directed by experienced leaders with a history of effective innovative teaching and distance-learning workshops which are designed for faculty who are unable to attend the on-site workshops. The six summer 2001 workshops are being held across the US. Sites include Seattle, Boone in North Carolina, Ithaca (New York), Lancaster (Pennsylvania), Durham (New Hampshire) and Indiana (Pennsylvania). Workshop topics include geometry, mathematics and art, physics, calculus, statistics, and elementary education. Eight on-site workshops are planned for the summer of 2002 and seven for the summer of 2003. The goal of the project is to address the rapid and significant changes in undergraduate education. The project also addresses the specific needs of faculty at various stages of their professional careers. Thus, the project is designed to meet the needs of faculty with respect to changes in their environment and in their careers. For more information contact Tom Rishel at trishel@maa.org. CCLI-NATIONAL DISSEMINATION TEACHER PREPARATION PROGRAM DUE EHR Pearson, J Michael William Haver Nancy Baxter Hastings Jon Scott Mathematical Association of America DC John R. Haddock Continuing grant 966291 7429 7348 SMET 9178 7429 0000099 Other Applications NEC 0089006 May 15, 2001 Collaborative Project on Integrating Census Data Analysis into the Curriculum. Sociology (86) This is a collaborative project with the University of Michigan Population Studies Center (Award 0088715). This collaborative project is working with individual faculty and whole departments in order to introduce scientific reasoning systematically into the undergraduate curriculum. The project is pursuing the goal of improved scientific literacy among undergraduate students in the social sciences by providing teachers and whole departments with tools and expertise to integrate data analysis and analytic rigor more widely throughout the curriculum. This collaboration is building upon two already successful approaches that complement each other. The Social Science Data Analysis Network (www.SSDAN.net ) project at the University of Michigan has worked with a nationwide network of faculty to co-produce engaging, wide-ranging curricular materials with US Census Bureau data. SSDAN encourages and facilitates individual faculty to integrate specially tailored, data analysis modules into substantive social science courses at all levels. The American Sociological Association's (ASA's) Minority Opportunities through Structural Transformation (MOST) Program has worked with entire departments to alter their curriculum in ways that ensure structural change toward improved research training of minorities and all students. This project is introducing SSDAN approaches as department-wide interventions in a critical mass of courses in the curriculum of 16 sociology departments. A core goal is to transform the curriculum and thus give students a more sequenced and pervasive exposure to scientific reasoning and data analytic skills. Workshops, follow-up visits, interactions with the Michigan and ASA staffs along with departmental websites are being utilized to support the full implementation and evaluation of this intervention. The project is also significantly revising and updating the SSDAN website and data analysis module creation features used by faculty across the social and behavioral sciences. New datasets from the US 2000 Census, historical censuses, CPS (Current Population Survey), and GSS (General Social Survey) are being added, and additional formats for analysis by SPSS, SAS, STATA, GIS packages, and new interactive data analysis features are also being provided. The project is working on a "Guide" that instructs chairs and deans how to implement departmental interventions across different types of departments and diverse disciplines. In addition, a published workbook updating earlier SSDAN publications and an expanded bank of downloadable datasets, course modules, and networking capabilities via the website is being produced. CCLI-NATIONAL DISSEMINATION DUE EHR Howery, Carla American Sociological Assoc DC Myles G. Boylan Standard Grant 417241 7429 SMET 9178 7429 0000099 Other Applications NEC 0089009 January 1, 2001 Restructuring Computer Programming Courses for IT-Enabled Variable Paced Multilevel Learning. Computer Science (31) We are developing a radical recombination and restructuring of introductory level computer science courses that pools resources, differentiates knowledge levels in each subject area to fit the needs of different students, allows variable paced learning (not "self-paced"), and uses IT both as a teaching tool and to handle course administration. We are developing Web-based learning modules covering the course material at three Bloom's taxonomy levels of technical knowledge: a more minimal level suitable for the needs of information systems and digital media majors; a more technical level for computer engineering majors; and the highest technical level for computer scientists. These modules engage students in active, participatory learning activities in a supervised environment. Simultaneously we retain many traditional elements in course delivery, such as group problem-solving sessions and supervised labs, office hours, and weekly deadlines. Course management tools are used to organize on-line materials, track student work at varying levels and paces, and provide student feedback through automated quizzes, surveys, and data mining. Online submission of homework and return of graded homework minimizes the administrative efforts involved in administering large courses and allows faculty to focus more on the students and their learning. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Popyack, Jeffrey Nira Herrmann Bruce Char Drexel University PA Ernest L. McDuffie Standard Grant 74954 7427 SMET 9178 7427 0000099 Other Applications NEC 0089010 January 15, 2001 Interactive Modular Mathematics Education. Mathematical Sciences (21) The project implements an interactive learning strategy for students of lower level mathematics courses utilizing computer assisted instruction in five institutions of higher education, representing varied students and differing goals. The techniques have been used for several years with classes of elementary algebra students in the setting of a comprehensive university. These techniques encourage a mastery approach to education requiring the active participation of each student. Students practice problems with the help of tutorial assistance from both the computer and the instructor. The project is expected to improve the learning of lower level mathematics and in turn increase the success rates in these and subsequent courses dependent on mathematics. The immediate objective of this project is to modify the interactive modular teaching materials for a variety of settings and to validate the pedagogical advantages of this approach to the teaching of college algebra, pre-college algebra and finite mathematics. The more comprehensive goal is to use the results of this project to prepare for the national dissemination of these materials and thus contribute to raising the standard of mathematics literacy and problem solving nationwide. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Feldman, William Wayne Mackey University of Arkansas AR John R. Haddock Standard Grant 449999 7427 SMET 9178 7427 0000099 Other Applications NEC 0089021 September 1, 2000 Integrating Mathematics and Biology: A Case Studies Approach to Linear Algebra. Mathematical Sciences (21) Biological Sciences (61) This "Proof of Concept" project is developing an integrated mathematics and biology course that teaches linear algebra concepts in the context of biological case studies. This course is being team-taught to a mixture of junior biology students and sophomore mathematics students and is intended to supplement, not replace, current courses in linear algebra for the mathematics majors and current courses in ecology for the biology majors. The course is designed to strengthen the mathematical skills of biology students, expose mathematics students to mathematical models used in biology, teach students how to collaborate with people trained in different scientific disciplines, and teach students how to critically read research papers. Biology and mathematics students working together on case studies, group projects, and presentations form an extensive part of the course. The case studies, based on accessible biological research papers that incorporate mathematical models, are being written jointly by mathematics and biology faculty. Homework assignments and supplemental reading material for the course are also being created. The mathematical topics in the course include matrix algebra, bases, eigenvectors, eigenvalues, systems of linear difference and differential equations, and ill-conditioned matrices. The biological topics include population matrices, elasticity and sensitivity, nutrient flow in aquatic systems, spread of infectious diseases, and genetics. These materials are being modified for dissemination to disciplinary faculty who wish to supplement existing courses in ecology, conservation biology, or linear algebra and for institutions who wish to design a similar integrated course. CCLI-EDUCATIONAL MATERIALS DEV DUE EHR Andersen, Janet Kelvin Murray Hope College MI Elizabeth Teles Standard Grant 71175 7427 SMET 9178 7427 0000099 Other Applications NEC 0089035 June 1, 2001 Interactive Computer and Web-Based Learning of Software Packages Used in Engineering. Engineering - Mechanical (56) It is essential for the modern engineer to have a high degree of technological sophistication and computer literacy, and so learning commercial engineering analysis software packages has become a significant part of many engineering courses. Although the use of these commercial software packages may aid in teaching fundamental concepts to students, it can often have the opposite effect when valuable course time is taken up in teaching students the basics of using the software. The primary objective of this project is to put students in a position where they can quickly and easily learn necessary software, and then use that software to reinforce course concepts. This is being accomplished through the development of full-screen, audio-visual, interactive tutorials for software that is used extensively in four Mechanical Engineering courses, beginning with a freshman course (Engineering Graphics) and continuing in three upper-level courses (Measurements and Instrumentation, Kinematics and Dynamics of Machines, and Computer-Aided Engineering). In addition, a "Faculty Multimedia Tools Development Toolbox" is being assembled to facilitate development of software tutorials and interactive instructional tools by faculty in any discipline. The Principal Investigator for this project previously developed interactive computer tutorials, games, and quizzes for a freshman Engineering Graphics course, which has been recognized and awarded regionally and nationally for excellence in instructional courseware. In the first year of the three-year grant, the Engineering Graphics materials are formatively evaluated, enhanced, and implemented at the University of Texas-Pan American (UTPA), and development begins on materials for th