0000272 October 1, 2000 Louis Stokes Louisiana Alliance for Minority Participation (LS-LAMP) Phase II. HRD-0000272 Ford The Louis Stokes Alliances for Minority Participation (LS-AMP) is a comprehensive statewide-coordinated program aimed at substantially increasing the number and quality of minority students earning baccalaureate degrees in science, mathematics, engineering, and technology (SMET) areas supported by the National Science Foundation (NSF) and subsequently to increase the number of minority students enrolling and succeeding graduate school. A mediator-aim, for the attainment of the above goal, consists of enhancing and institutionalizing, systemic mentoring, student research participation, and a reform-imbued instructional infrastructure at LS-LAMP institutions, in collaboration with other systemic programs in the state, national laboratories, and professional organizations. LS-LAMP began in 1995 with a five-year objective of doubling, by the end of 2000, the number of minority SMET students receiving BS degrees from partner institutions (from 500 to 1,000) and of sending 20% of these graduates to enroll and succeed in SMET graduate school programs in Louisiana and elsewhere. Indicators of the attainment of the objectives of Phase I are presented farther below. By the end of the five-year period of Phase II, LS-LAMP proposes not only to maintain the gains of Phase I but also to increase the number of high-quality SMET BS degree production to 1600 per year while institutionalizing its entire operation. No fewer than 40% of these graduates will successfully pursue SMET graduates degrees. The basic strategies of LS-LAMP are a comprehensive collaboration, the statewide replication and expansion of exemplary, systematic mentoring and outreach programs, including the Timbuktu Academy and others, and institutionalization. A notable feature of LS-LAMP Phase II resides in the coordinated approach to complete institutionalization of our activities that are focused on increasing minority participation in SMET. Southern University and A&M College serves as the lead institution for LS-LAMP program with the active input and advice of an array of collaborating public and private sector entities including the LS-LAMP Governing Board, chaired by the Commissioner of Higher Education, Dr. E. Joseph Savoie. Currently, there are eleven (11) Louisiana higher educational institutions and one research organization participating in LS-LAMP. They are Dillard University (DU), Grambling State University (GSU), Southern University and A&M College (SUBR), Southern University at New Orleans (SUNO), Southern University at Shreveport (SU-S), Tulane University (TU), the University of New Orleans (UNO), the University of Southwestern Louisiana (USL), and the Louisiana Universities Marine Consortium (LUMCON). The grantee and fiduciary agent for Ls-LAMP is the Louisiana Board of Regents. The Board of Regents, in consultation with the lead institution, issue contracts to LS-LAMP partner institutions as per the cooperative agreement between the Regents and the National Science Foundation (NSF). ALLIANCES-MINORITY PARTICIPAT. CENTERS FOR RSCH EXCELL IN S&T HIST BLACK COLLEGES AND UNIV MINORITY GRADUATE EDUC ACTIVIT HRD EHR Bagayoko, Diola Kerry Davidson Louisiana Board of Regents LA Dr. A. James Hicks Cooperative Agreement 5293349 9133 9131 1594 1515 SMET 9178 9133 7204 0000273 November 1, 2000 Washington Baltimore Hampton Roads Alliance for Minority Participation (WBHR-AMP). The expanded Washington Baltimore Hampton Roads Alliance for Minority Participation (WBHR-AMP) includes Howard University as the lead institution with Hampton University, Morgan State University, the University of the District of Columbia, Bowie State University, Norfolk State university and Virginia Sate University as partners. For Phase II, the administration has been completely restructured to ensure the involvement at the highest academic levels at all of the partner institutions. In addition, we intend to implement strategies that will emphasize retention, recruitment and tutoring throughout the undergraduate SEM programs rather than just at the initial year. The goals and objectives established for the expanded WBHR-AMP in Phase II are: To work closely with staff of existing programs such as EXCEL, HBCU initiatives, TRAGG, ONR, McNair Scholarship Program and institution-wide counseling and tutorial programs for freshmen/sophomore students in SEM areas to ensure that students are receiving good introductory course work and individualized counseling to successfully complete majors in SMET fields; To provide junior/senior level students at all of the participating institutions an opportunity to integrate research into their SEM curriculum by providing academic credit for their underrate research and ensure that they have an opportunity to work in a research environment through a semester/summer exchange during the academic semester at a level one research university, in industry and/or at national or governmental laboratories; To facilitate the transfer of SMET students from community colleges that have articulation agreements with institutions within the WBHR Alliance for summer/transfer enrichment programs, and ensure their successful completion of B.S. degrees in an SMET field; To provide mentoring workshops to SEM faculty and introduce all members to new pedagogy for teaching and mentoring students in SEM field by working closely with existing program sand implementing new initiatives; and To prepare prospective SEM graduates for graduate training in SEM fields by providing assistance and tutorials for Graduate Record Examinations, senior comprehensive examinations and seminars in research methodologies and instrumentation. The expected impact on SEM students is to graduate approximately 1600 B.S. level students per year in the next five years; actively recruit and retain at least 200 community college transfer students in undergraduate degree programs in SEM fields; and enroll approximately 300 SEM students per year in doctoral degree programs in SEM fields. ALLIANCES-MINORITY PARTICIPAT. HRD EHR English, Richard Howard University DC Dr. A. James Hicks Cooperative Agreement 5024724 9133 SMET 9178 9133 7204 0000295 November 1, 2000 University System of Maryland Louis Stokes Alliance for Minority Participation (Phase II). Launched in November 1995, the University System of Maryland (USM) Louis Stokes Alliance for Minority Participation (LSAMP) is a comprehensive program that is designed to extend and increase the impact of current initiatives to increase substantially the quantity and quality of minority and other students receiving baccalaureate degrees in science, mathematics, engineering, and technology (SMET). The proposed USM LSAMP, Phase II will continue and expand activities begun in Phase I. It also is expected to increase the number of minority and other SMET students earning doctoral degrees and entering SMET careers, especially faculty positions. The following SM institutions to participate as full partners in the proposed USM LSAMP, Phase II: 1) The University of Maryland, Baltimore County (UMBC), 2) University of Maryland, College Park (UMCP); and 3) The University of Maryland, Eastern Shore (UMES), a historically black institution. Dr. Freeman Hrabowski, III, President of UMBC, will continue as the principal investigator of the proposed USM LSAMP, Phase II. He has received national recognition for his leadership in developing innovative programs to expand education opportunities for minority SMET students. Dr. Hrabowski received the National Science Foundation's 1994 Education Achievement Award for his outstanding commitment and dedication in the education for minorities in the fields of science and mathematics, and his latest book, Beating the Odds, focuses on the fundamentals that help Black males achieve academic excellence. Also participating in the proposed USM LSAMP, Phase II will be the 18 public community colleges in Maryland. The following community colleges are located in close proximity to the participating USM institutions and serve as the primary feeders of minority and other SMET transfer students: 1) Anne Arundel Community College; 2) Baltimore City Community College; 3) Community College of Baltimore County at Catonsville; 4)Chesapeake Community College; 5)Howard Community College; 6) Montgomery Community College; 7) Prince Georges Community College; and 8)Wor Wic Community College. During Phase II, efforts to increase the number of minority and other SMET students transferring to USM LSAMP universities from the remaining 10 community colleges will be expanded. In support of NSF's goal, the primary goal of the proposed USM LSAMP, Phase II is the following. To produce approximately 574 minority SMET baccalaureate recipients by the end of the 2000-2001 academic year; approximately 648 minority SMET baccalaureate recipients by the end of the 2001-2002 school year; approximately 722 minority SMET baccalaureate recipients by the end of the 2002-2003 academic year; approximately 796 minority SMET baccalaureate recipients by the end of the 2003-2004 academic year; and approximately 887 minority SMET baccalaureate recipients by the end of the 2004-2005 academic year The secondary goals of the proposed USM LSAMP II are the following. To increase the number of minority students entering SMET graduate programs. To increase the number of minority students entering SMET careers, especially faculty positions. Based in evaluations of current and previous programs aimed at increasing minority participation in science, mathematics, engineering, and technology at the participating USM universities, the proposed USM LSAMP, Phase II's design includes the following characteristics:. Strong commitment by institutional leaders to the program's success and to its complete institutionalization beginning on January 6, 2006; Removal of financial barriers for minority students; A Summer Bridge Component; An Academic Year Component; Focus on improving knowledge and skills; Focus on motivation and support; Focus on monitoring and advising; Focus on academic and social interaction; Focus on "filter" SMET course curricula revision; and Involvement of feeder community colleges. ALLIANCES-MINORITY PARTICIPAT. HRD EHR Hrabowski, Freeman University of Maryland Baltimore County MD Dr. A. James Hicks Cooperative Agreement 8904424 X614 W522 W106 V971 V823 V502 V372 V190 T239 9133 SMET OTHR 9178 9133 0000 0000305 November 1, 2000 The All Nations Louis Stokes Alliance for Minority Participation. The All Nations Louis Stokes Alliance for Minority Participation program (ANLSAMP) is a national Native American initiative that aims to build upon the successes and "lessons learned" from the previous Phase 1 five-year program. The overall goal of this Phase II program is to establish a comprehensive ANLSAMP interactive network designed to increase substantially the quality and quantity of American Indians receiving baccalaureate degrees and graduate degrees in science, mathematics, engineering, and technology (SMET) by: 1) Increasing the number of B.S. degree programs offered in SMET fields at Tribal Colleges from to 2 to 10; 2) Increasing the number of B.S. programs in different SMET disciplines from one to four; and 3) Increasing the graduation rate of Native students with B.S. degrees in SMET fields from 112 to 224. Through this proposal, the following partnerships will be funded to meet the goals above: 1) TCUs who want to develop an associate degrees in SMET fields; 2) TCUs who want to have associate to bachelor of science degrees in SMET fields; and 3) The development of regional SMET education networks. Specific goals and objectives will accomplished through four major activities: Management, Networking, Research and Project. With the inclusion of all Tribal Colleges in this proposal, ANLSAMP will strengthen an already cohesive Tribal College network for SMET education, support the purpose of the Executive Order and enable the management team to leverage other resources more effectively. ALLIANCES-MINORITY PARTICIPAT. HRD EHR McDonald, Joseph Zetra Wheeler Salish Kootenai College MT Martha L. James Cooperative Agreement 5000000 9133 SMET 9178 9133 0000341 November 1, 2000 Illinois Louis Stokes Alliance for Minority Participation. This proposal describes the formation of the Illinois Louis Stokes Alliance for Minority Participation (Illinois LS-AMP) and presents a comprehensive plan for improving the quality of undergraduate education for underrepresented minority students in science, mathematics, engineering and technology (SMET). The Alliance will focus on increasing the number of minority students from Illinois LS-AMP who choose to major in a SMET discipline, persist in the science pipeline and are prepared to attend graduate school or to teach in SMET disciplines. Illinois LS-AMP activities will enhance the growth of the SMET community at and among Alliance institutions and promote linkages and partnerships in undergraduate SMET education throughout Illinois. In order to accomplish these objectives, the Alliance will utilize strategies that include: 1) pre-college and community college bridge programs to ease the transition and better prepared freshman and transfer students; 2) faculty and peer mentoring to help retain students in SMET disciplines; 3) supplemental instruction (study groups, tutorials, workshops, study skills training) to strengthen students ability and resolve to succeed in gatekeeper and higher level courses; 4) academic year and summer undergraduate research to prepare and develop students for transitioning to graduate school; 5) curriculum revision; and 6) industry internships. The Illinois LS-AMP universities from a diverse group of public and private institutions in urban and rural settings: Chicago State University (CSU), lead institution, University of Illinois at Chicago (UIC), Northeastern Illinois University (NEIU), DePaul University (DPU), Illinois State University (ISU), Southern Illinois University at Edwardsville (SIUE), Illinois Institute of Technology (IIT), and Governors State University (GSU). The participation of the City Colleges of Chicago completes the Alliance. The presidents of Illinois LS-AMP baccalaureate institutions and the Chancellor of the Chicago Community College (CCC) System will comprise a Governing Board committed to the institutionalization of successful AMP activities, establishing policy and obtaining additional financial and resources support from the Illinois legislature, Illinois Board of Higher Education (IBHE), foundations, and industrial and business communities. The Illinois LS-AMP has a strong assessment component, with external evaluation and internal feedback. External suggestions and assistance will be furnished by a Program Advisory Committee (PAC), the composition of which provides a connection with the Illinois business community, the public high schools, graduate schools, state and national policy makers and national research institutions. ALLIANCES-MINORITY PARTICIPAT. HRD EHR Daniel, Elnora Marian Wilson-Comer Chicago State University IL Dr. A. James Hicks Cooperative Agreement 3611000 9133 SMET 9178 9133 7204 0001388 July 1, 2000 PGE/LCP: MentorNet, A National Electronic Industrial Mentoring Network for Women in Engineering and Science. MentorNet pairs undergraduate and graduate women studying engineering, sciences, and mathematics with mentors in industry using 3-mail to improve student retention in SMET fields and careers. This national program's centralized operations provide information, applications, matching training, coaching, and evaluation supported by electronic communications. Electronic mentoring offers a highly cost- and time-effective means of mentoring, transcending typical restraints of time, geography, and synchronous communication, thereby providing mentors to many students who would not otherwise have them. MentorNet's national scope and scale offer potential for strong matches between students and mentors, and significant economies of scale in operations. MentorNet represents an expanding partnership among colleges and universities, corporations, and professional societies. MentorNet extends earlier work to new populations in new settings with new systems and infrastructure and enlarged scale. By Year 3, MentorNet will involve 100 participating campuses, serving 5,000 student/mentor pairs. RES ON GENDER IN SCI & ENGINE HRD EHR Muller, Carol Susan Staffin Metz Catherine Didion San Jose State University Foundation CA Jolene K. Jesse Continuing grant 898717 1544 SMET 9179 0002073 August 15, 2000 PGE/LCP: Sport Science: Using Sports as a Vehicle for Science Learning. Sport Science addresses the needs of urban girls in gaining equitable access to science/mathematics education. Through sports, girls will not only develop science/mathematics discourse, but will build rapport and trust, thus achieving both an intellectual advancement in science/mathematics and a psycho-social-emotional connection. The overall goal of the program is to design, implement, evaluate, and disseminate a field-based program for fostering the resilience of girls in science/mathematics through the vehicle of sports. The project is designed as a three-year intervention involving 540 girls from six middle schools over a three-year period, teachers, college students, minority athletes, and mentors. The sport science curriculum will be standards based and have an equitable focus. The entire curriculum will include 40 science/ mathematics standards driven activities that feature a sport as the vehicle through which the science/ mathematics is learned. The 10 sports to be featured in the program include: (1) five team sports - volleyball, basketball, soccer, hockey, and softball; and (2) five individual sports - fencing, golf, tennis, track (running and throwing). The project will achieve the goals and objectives through five components: (1) after school programs, (2) Saturday academies, (3) special sport day events, (4) academic and summer internships, and (5) career connections. RES ON GENDER IN SCI & ENGINE HRD EHR Hammrich, Penny Tina Green Greer Richardson Temple University PA Ruta Sevo Continuing grant 848986 1544 SMET 9177 0002126 September 1, 2000 PGE/LCP: GEMS: Learning Online. Education Development Center, Inc. proposes to refine and offer -- along with WestEd, TERC, IDRA, and Eisenhower Clearinghouse -- the online gender equity course for middle school math and science teachers entitled "Engaging Middle School Girls in Math and Science." Utilizing a qualitative methodology, we will research over a two-year period the impact of this training on participants' attitudes and practices, among other things, identifying key aspects of course design and delivery that aid in positive impacts. This project will provide vital data on the effectiveness of one type of online gender equity training, as well as the suitability of various aspects of gender equity training to this delivery format. It will also strengthen infrastructure by building a community of math and science teachers trained in gender equity who communicate and support each other as they translate a critical framework into strategies and activities for classroom change. The leadership development aspect of the course will begin a process of wider institutionalization. Finally, the project will build on current networks, working to create new conversations that will evolve over time and make the necessary linkages among math and science, gender equity, and educational technology professionals. RES ON GENDER IN SCI & ENGINE HRD EHR Hanson, Katherine Joyce Kaser Education Development Center MA Ruta Sevo Continuing grant 854282 1544 SMET 9177 0002129 August 1, 2000 PGE/LCP: Opening the Horizon: Strengthening Science Education for Middle School Girls in Rural Southwest Missouri. Opening the Horizons proposals a significant enhancement in the science education of middle school girls in rural southwest Missouri. This is a geographic region where the education of women in the sciences is greatly undervalued. Opening the Horizon seeks to engage up to 200 middle school girls and their science teachers from 26 Ozarks counties as well as the girls' parents, school administrators, and local and regional communities in an active, positive and self-sustaining program of scientific literacy, curiosity, and opportunity. The main components of the program are (1) kick-off and closing conferences each year at Southwest Missouri State University (SMSU) and Drury University (both located in Springfield, Missouri) to include girls, their parents, and teachers; (2) three Saturday workshops over the course of the year to be run simultaneously at five college or university regional sites closer to the girls' homes (3) on-going contact for the girls with a college student mentor; (4) on-going contact for the teachers with other science teachers in the region as well as faculty women in the sciences at the regional higher educational institutions; and (5) a distance learning course for middle school teachers available at nine sites. The program will be run by a leadership team of SMSU and Drury women faculty as well as site directors at each of the five other college and university sites. RES ON GENDER IN SCI & ENGINE HRD EHR Kemp, Paula Barbara Wing Annette Gordon Missouri State University MO Ruta Sevo Continuing grant 876583 1544 SMET 9177 0002152 October 1, 2000 PGE/PG: Superior Scientists. The School District of Superior, Wisconsin will identify and appoint school and community mathematics and science professionals to an Advisory Planing Council to plan Superior Scientists, a comprehensive program targeted at girls in upper elementary, middle and high school, their parents, teachers, and guidance counselors. Over the course of a year the council will plan activities to increase the number of girls enrolling in high school math, science, and technology courses, and therefore, increase the number of women eligible to work in science. Components identified as critical to the success of the project include (1) working with girls at elementary, middle, and high school; (2) developing community resources for internships; (3) developing a professional women's network for mentoring; (4) improving curriculum to raise the mathematics and science achievement of all students; and (5) introducing teaching methods that incorporate experiences that interest girls. An effective Advisory Planning Board and an application to the National Science Foundation's Program for Gender Equity for a Large Collaborative Project are primary outcomes set for this planning grant. RES ON GENDER IN SCI & ENGINE HRD EHR Smith, Peggy School District of Superior WI Jolene K. Jesse Standard Grant 16900 1544 SMET 9177 0002825 March 15, 2000 Fourteenth Annual National Conference of Black Physics Students, to be held March 16-19, 2000 in Greensboro, North Carolina. On March 16-19, 2000 the Fourteenth Annual National Conference of Black Physics Students (NCBPS) will be held in Greensboro, North Carolina hosted by North Carolina Agricultural and Technical State University (AT&T). The objective of the NCBPS meeting is to assist an encourage African-American students who have shown interest and ability in physics and astronomy to enter and complete Ph.D. programs, and to initiate research, teaching, or technical careers commensurate with their educational achievement in physics and astronomy. This meeting will enable the undergraduate and graduate attendees of the NCBPS (attendance goal, approximately 165-190 students) to interact with each other as well as with successful minority and non-minority scientists in both a formal and informal environment. The National Society of Black Physics will also be meeting at A&T during the time that the NCBPS will be held and will have overlapping activities for one day of the conference, thereby providing another avenue for these students to interact with Black physicists. Additionally, A&T will bring in approximately 100+ minority public school students and their teachers for one day of the conference. The NCBPS tradition on increased importance as we move toward the new millennium with hopes of meeting the growing challenges of an increasingly technology-driven world. ALLIANCES-MINORITY PARTICIPAT. HRD EHR Williams, Elvira North Carolina Agricultural & Technical State University NC Victor A. Santiago Standard Grant 35000 9133 SMET 9178 9133 0003185 January 1, 2001 PGE/SEP: Adventures in Computers, Engineering, and Space (ACES). The University of Tennessee at Chattanooga, in partnership with Girls, Inc. and the UTC Challenger Center will conduct a program entitled Adventures in Computers, Engineering, and Space (ACES) to encourage girls to consider careers in these fields, and to continue their education in science and mathematics. ACES will include a one-week residential summer workshop for 24 girls entering seventh and eight grades. This workshop will provide space-related activities at the Challenger Center and hands-on activities in computer science and electrical, mechanical, and industrial engineering, as "Whole Person" activities such as nutrition, professional etiquette, and exercise. Follow-up activities will include small design projects that encourage originally in solving problems with constraints. To widen the influence of the project, an ACES Fair, featuring hands-on engineering, computer, and space activities, will be conducted at selected elementary and middle schools, and community centers. Participants for all activities will be drawn from both economically disadvantaged groups and the general population; each group will be assessed and tracked separately so that the efficacy of ACES in influencing attitudes of each can be measured. ACES will serve as a model for other communities concerned with under-representation of women in technical careers. RES ON GENDER IN SCI & ENGINE HRD EHR McCullough, Claire Neslihan Alp Stephanie Smullen Cecelia Wigal katherine winters University of Tennessee Chattanooga TN Ruta Sevo Standard Grant 99893 1544 SMET 9178 0003187 January 1, 2001 PGE/SEP: Science in the City. The Chicago Academy of Sciences, in collaboration with the Girl Scouts of Chicago, will expand Science in the City, an innovative science, math and technology program that targets hard-to-reach urban girls living in homeless shelters and housing developments throughout Chicago. This project will offer engaging activities and real-world applications to teach hands-on-science, math, and technology to 120 girls ages nine through fourteen, over a one-year period. In an effort to combat the physical and social isolation that these girls feel, they will be brought together monthly to the Peggy Notebaert Nature Museum to participate in a variety of activities, programs, and events. These girls will attend workshops to obtain hard-to-get science badges, have fun with their families at "Science for Families Days" and educational field trips, learn about science careers during a job shadow day with museum staff, participate in a five-day summer camp, and learn how science affects their everyday lives. Successful women scientists will function as teachers and role models to help build the girls' science knowledge, career choices, and self-esteem. As an in-kind match, the Academy will provide each girl with a one-year Family Membership to the Nature Museum, so that they will continue to explore and learn beyond the scope of this program. RES ON GENDER IN SCI & ENGINE HRD EHR Blitz, Jennifer Chicago Academy of Sciences IL Margrete S. Klein Standard Grant 95198 1544 SMET 9177 0003232 August 15, 2000 Historically Black Colleges and Universities Initiave. The Quality Education for Minorities (QEM) Network is requesting two years of support from the National Science foundation (NSF) to provide technical assistance in the Foundation's Historically Black Colleges and Universities (HBCU-UP) Program. The goal of the HBCU-UP Program is to strengthen the Nation's workforce by enhancing the quality of undergraduate Science, Mathematics, Engineering and Technology (SMET) programs at HBCUs. Support from the Foundation will enable the QEM Network to: (1) provide on-site technical assistance to six of the 1999 and six of the 2000 HBCU-UP awardee institutions with technical assistance linked to critical needs identified within each of the targeted institution's HBCU-UP funded projects; (2) enlarge the pool of potential HBCU-UP grantees through the conduct each year of The Quality Education for Minorities (QEM) Network is requesting two years of support from the National Science foundation (NSF) to provide technical assistance in the Foundation's Historically Black Colleges and Universities (HBCU-UP) Program. The goal of the HBCU-UP Program is to strengthen the Nation's workforce by enhancing the quality of undergraduate Science, Mathematics, Engineering and Technology (SMET) programs at HBCUs. (3) utilize the regional workshops to offer general technical assistance to, and serve as a dissemination vehicle for all current HBCU-UP grantees. Expected outcomes are that each of the six targeted 1999 and of the 2000 HBCU-UP grantees will successfully achieve their expected accomplishments for the year in which technical assistance is provided. In addition, at lease 20 (67 percent) of the 30 HBCUs participating in the invitational regional workshops in years one and two will submit HBCU-UP proposals, at lease 10 (50 percent) of which will be successful the following year in obtaining HBCU-UP awards. In year two, special workshop sessions will be held for institutions whose proposals were unsuccessful in the previous year's competition. HBCUs that participated in the workshops in year one but did not submit proposals in the next Program competition will be replaced with new HBCUs if they do not demonstrate sufficient commitment to submitting a proposal during the next competition. URBAN SYSTEMIC PROGRAM HIST BLACK COLLEGES AND UNIV HRD EHR McBay, Shirley QUALITY EDUCATION FOR MINORITIES NETWORK DC Victor A. Santiago Standard Grant 438766 7347 1594 SMET 9178 1594 0004252 October 1, 2000 University of California Nine Campus Alliance for Graduate Education and the Professoriate. The UC-AGEP, comprised of all nine UC System campuses, is working in partnership with federal and state sponsored preparation programs for underrepresented minorities in SMET. The programs that are formally linked to the UC-AGEP include: LSAMP, MESA-MEP, Ronald McNair Scholars, MARC, MBRS, and UCLEADS. Additionally, each UC campus has developed links to undergraduate institutions that graduate large numbers of minority students with bachelor's degrees in SMET. In this proposal, the UC Office of the President assumes responsibility for routine coordination, data management, and communication with NSF regarding funding and reporting requirements. To facilitate communication and collaboration among the campuses, two working groups (one in Northern California and one in Southern California) have been formed, and will meet at least twice each year. MINORITY GRADUATE EDUC ACTIVIT HRD EHR Switkes, Ellen University of California, Office of the President, Oakland CA Roosevelt Y. Johnson Cooperative Agreement 3236003 1515 SMET 9179 9178 0004264 February 15, 2001 Biology Success!. Proposal # HRD-0004264 Institution: Landmark College Principal Investigator: Richard Grumbine Title: "Biology Success!" ABSTRACT "Biology Success!" is an innovative project proposed by Landmark College to demonstrate that students with learning disabilities can succeed in high school and college introductory biology courses when the curriculum has been designed to respond to their learning needs. The heterogeneous classes in America's schools parallel the national average for the presence of students with learning disabilities. Between 10% and 20% of the population is estimated to have dyslexia, attention-deficit disorder or other specific learning disabilities. These students can learn along side traditional learners in the biology classroom and laboratory, if faculty are aware of strategies designed to present information and reinforce it in a way that benefits the learning styles of those with learning differences, while serving traditional learners. Landmark College is uniquely qualified to undertake the preparation of a biology Teaching Manual. Landmark is the only fully accredited college in the nation that restricts admission to students with a diagnosed learning disorder. For the past sixteen years the College has worked to develop a specialized environment tailored to individual learning styles. The College's External Program has been instrumental in providing other educators across the country with proven methodologies that foster success for those with learning disabilities. The institution is eager to extend this work beyond the more traditional areas of reading, writing and communication and apply Landmark's six Educational Principle's to the four major components of the introductory biology curriculum, ecology, genetics. evolution and cell biology. To accomplish this goal, the project will work with faculty from Landmark College and four collaborating institutions: Marlboro College, Austine High School for the Deaf and Hard-of-Hearing, Bellows Falls Union High School, and Community High School of Vermont. The collaborating institutions will develop curriculum, provide in-service sessions for faculty, field test teaching modules, assess available CD-ROM and on-line products and provide access to the Teaching Manual through Landmark's web site and in print. The impact of this project will be felt in science instruction throughout the country. It will provide faculty on the secondary and post-secondary levels with the methodology to apply proven teaching strategies to classroom and laboratory instruction advancing the success of those with learning disabilities in science by removing barriers to learning. RES IN DISABILITIES ED HRD EHR Grumbine, Richard Abigail Littlefield Linda Hecker Landmark College VT Ted A. Conway Continuing grant 424877 1545 SMET 9177 0004292 May 1, 2001 Universal Virtual Laboratory (UVL). Proposal # HRD-0004292 Institution: Temple University Principal Investigator: Bruce Butz Title: "Universal Virtual Laboratory" ABSTRACT The focus of the Universal Virtual Laboratory (UVL) project is finding new ways to accommodate people with severe motor impairments to an electrical engineering laboratory. Any participants who are deaf or hard-of-hearing will also be accommodated. The major goals of the project are to: 1) Develop a simulated, but realistic, laboratory that will enable students to name, place and interconnect various circuit elements, electronic devices, electrical systems, signal generators and measuring instruments. 2) Enable users to manipulate virtual instruments, elements and devices either by direct manipulation, with a mouse or a headpointer, or by discrete actions with switches, keyboard, or speech recognition. The system will maximize the speed with which the student can interact with the system by using rule-based algorithms. 3) Develop novel input/output devices that will accommodate various disabled students. 4) Permit the student to connect in any physically feasible way the elements, instruments available in a typical laboratory storeroom, and obtain the same responses, including failures, that would be experienced in the laboratory. 5) Simulate the performance of the interconnected elements and objects by integrating them seamlessly with software application packages. These packages will produce a data stream representing current, voltages, frequencies, power, etc. The data stream will be used as inputs to the various simulated measuring instruments. 6) Provide the student with an intelligent laboratory assistant that will answer the student's questions in a way that simulates the role of an expert laboratory assistant who is expert in both the subject matter and accommodation of disabilities. 7) Place the resultant UVL modules on CD ROMS and make these modules completely functional on the World Wide Web. 8) Disseminate the results over the World Wide Web, in appropriate journals and through presentation at notable conferences. The framework developed in this project could be used as a template for the design and implementation of realistic virtual laboratories in other engineering courses as well as in the physical sciences. RES IN DISABILITIES ED HRD EHR Butz, Brian Temple University PA Ted A. Conway Continuing grant 448533 1545 SMET 9177 0004326 January 15, 2001 Universal Design for Access into SMET Careers. Proposal # HRD-0004326 Institution: Springfield Technical Community College Principal Investigators: Mary Moriarity, Jack Barocas, and James Masi ABSTRACT Springfield Technical Community College plans to leverage its extensive experience with technical education and with assistive/adaptive technology to increase participation of students with disabilities in science, mathematics, engineering, and technology (SMET) education. The primary goal of the project is to demonstrate and disseminate a professional development model to engage SMET faculty in the Universal Design of Curricula to support the learning of students with disabilities. The institution and its project staff will rely on their experience acquired in the Advanced Technical Education (ATE) Center in the design of specialized technical simulation, courseware, and laboratory-based components of SMET curricula. A cohort of 30 disabled students, half of whom experience sensory disabilities, will be the principal target population upon which the materials are piloted and tested. Evaluation will include an examination of outcomes of a "train-the-trainer" model of professional development, wherein a cohort of SMET faculty are trained and serve as mentors to other faculty within their academic divisions to expand and accelerate the diffusion of Universal Curriculum Design of SMET courses. The Springfield Technical Community College actively participates in extensive Northeast and national networks of ATE institutions (including both high schools and community colleges) that will permit broad dissemination of the project's results and products. RES IN DISABILITIES ED HRD EHR Barocas, Jack Fenna Hanes Mary Moriarty Springfield Technical Community College MA Ted A. Conway Continuing grant 449100 1545 SMET 9177 0004476 December 15, 2000 Special Science Teams Continues. Proposal # HRD-0004473 Institution: Rutgers University Principal Investigator: Yakov Epstein Title: "Special Science Teams (S ST) Continue" ABSTRACT The Center for Mathematics, Science, and Computer Education (CMSCE) at Rutgers University proposes the expansion, refinement, and institutionalization of Special Science Teams (SST), a model professional development program for teachers of students with special needs. Previously, SST developed as a model project that integrates exciting hands-on environmental science activities, equity-focused cooperative learning strategies, and physical and pedagogical modifications in an effort to provide teachers with the skills and knowledge necessary to encourage all children in science, regardless of disability. SST currently targets grades 3-5 teachers (general education teachers, science teachers, and special education teachers), and exists as a self-contained summer institute. Future activities include creation of a model, for-credit course in environmental science for teachers of students with disabilities, while expanding the curriculum to include extensions for teachers of grades K-6. The first step in insuring that all students have ample opportunities to enjoy science is ensuring that all teachers have the confidence and competence in science themselves. Unfortunately, elementary school general education and special education teachers rarely have strong science backgrounds. Traditional college science courses lack the pedagogical strategies needed by teachers, and science education courses lack solid core content. To fill this gap, SST Continues will provide practicing teachers, as well as prospective teachers, a strong college level environmental science course taught by college faculty, using the newly-developed SST curriculum, that incorporates modifications for students with disabilities as the laboratory experience. By providing general and special education teachers and future teachers with strong core science content, specific strategies for modifying hands-on activities, and standards-based environmental science curriculum, SST Continues will ensure that students and teachers realize the many possibilities for persons with disabilities. During Year 1of this three-year award, the current SST professional development model will be expanded from grades 3-5 to grades K-6 in order to serve larger audiences. During Year 2, a credited, one semester course at Rutgers University that combines extensive core content in environmental science with the curriculum and strategies developed in the SST program will be offered. SST Summer Institute alumni will serve as laboratory instructors for the course. During Year 3, a course guide which includes lectures, overheads, and assessments for the college-level course in environmental science, in combination with the revised SST laboratory component, will be prepared so that it can be readily disseminated to both community and four-year colleges throughout the nation. RES IN DISABILITIES ED HRD EHR Epstein, Yakov Rutgers University New Brunswick NJ Ted A. Conway Continuing grant 268738 1545 SMET 9177 0074857 August 15, 2000 POWRE: A Gender Lens on Rowan University's College of Engineering. Concern about the underrepresentation of women in engineering and other sciences has received national attention. This underrepresentation reflects a gender gap in educational preparation and opportunities, and results in an underpresentation of women in one field of lucrative and rewarding occupations. The new College of Engineering at Rowan University incorporates a number of innovative features in its program, which have been noted as favorable to the encouragement and retention of female students and their ensuing career commitment and success. The proposed research will assess the extent to which female engineering students at Rowan are satisfied with their program, committed to completing an engineering degree and career, are confident in their abilities to achieve their engineering goals, and are academically successful. The project is designed to have a beginning-of-the-year survey and an end-of-the-year survey, to assess the changes over the academic year. In the beginning-of-the-year survey, students will be asked about their preentry characteristics and training, engineering aspirations and plans, and self-confidence about achieving their engineering goals. In the end-of-the-year survey, students will be asked to assess various aspects of the Rowan program in terms of their satisfaction with them, the extent of their participation in extra-curricular activities, their current engineering goals and level of self-confidence to achieve them. Objective data will provide information on their academic performance prior to entry, at the end of the first semester, and at the end of the second semester. Focus group interviews will give a more in-depth probe into female engineering students' experiences, problems and concerns. PROF OPPOR FOR WOMEN IN RSCH HRD EHR Hartman, Harriet Moshe Hartman Rowan University NJ Margrete S. Klein Standard Grant 74995 1592 SMET 9178 1592 0080386 September 1, 2000 PGE/LCP: Techbridge. Techbridge is a three-year Large Collaborative Project between Chabot Observatory and Science Center, Oakland Unified School District, California State University-Hayward, Mills college, Lawrence Livermore National Laboratory, and Community Resources for Science that (1) encourages girls to pursue academic and career options in technology and (2) contributes much needed research regarding gender, culture, and technology. This model program takes an innovative approach to engage teachers, counselors, families, role models, and peer support networks in keeping girls involved and motivated in technology. Techbridge utilizes project-based learning to introduce girls to technology and role models to help girls realize that technology is a tool for many different career options. It builds bridges to ease the transition from middle school to high school and helps girls visualize the next steps to college and careers. In addition to quantitative analysis that will track and assess the progress of participating girls, qualitative analysis will study the complex interaction of gender and culture on girls' experiences with technology and choices regarding coursework and career plans to better understand how families and schools can support girls. Project partners will work together to institutionalize project findings and resources into existing teacher training and district programs for long-lasting impact. RES ON GENDER IN SCI & ENGINE HRD EHR Heber, Etta Ellen Spertus Linda Kekelis JoAnn Hatchman Chabot Space and Science Center CA Ruta Sevo Continuing grant 898599 1544 SMET 9177 0080395 October 1, 2000 PGE/LCP: Promoting Diversity in Web-Based Education of Software Developers. The project will leverage online education for the benefit of diversity in the software profession. Its goal is to enhance the ability of educational institutions to recruit, retain and graduate increased numbers of female and minority students in the areas of software design, creation and maintenance. The project is based at Carnegie Technology Education, a nonprofit subsidiary of Carnegie Technology Education, a nonprofit subsidiary of Carnegie Mellon University, which offers Internet-based learning and certification for software developers. The team will modify ten courses developed for 2 and 4 year undergraduate institutions. The courses will be modified to make them more appealing, accessible, and effective for diverse learners. Pilot sites will be selected among institutions already subscribing to the courses from Carnegie Technology Education. The sites will receive special assistance in recruiting diverse students and in gender equity training for faculty. Thus the project will produce new materials and new practices for recruiting, teaching, and cirriculum in software development. RES ON GENDER IN SCI & ENGINE HRD EHR Fisher, Allan Carnegie-Mellon University PA Ruta Sevo Continuing grant 578228 1544 SMET 9178 0080662 September 1, 2000 PGE/LCP: Testing Campus Based Models of GRE Prep Courses. This project proposes to develop, improve, test and evaluate GRE (Graduate Record Exam) preparatory courses for SMET majors at five women's college's in partnership with the graduate school that developed the SMART GRE Prep course as a component of a NSF MPWG. The sites will use material from this successful course, but provide new materials and approaches to test the course in a variety of contexts. Partners include The Graduate School of Baylor College of Medicine and Wesleyan College. The project will directly serve more than 650 SMET students. The courses will use standardize diagnostic and exit exams to compare results of different models and test successful components at different sites in years two and three. Course guidebooks will be developed and information regarding models will be disseminated to other women's colleges and those with an interest in securing opportunities for women to pursue advances SMET degrees. This Large Collaborative Project will provide information for campuses to improve graduate school opportunities for thousands of US women, SMET majors and impact undergraduate students, faculty and graduate student mentors, and faculty and staff who develop expertise in teaching skills assessed on the GRE. RES ON GENDER IN SCI & ENGINE HRD EHR Slaughter, Gayle Baylor College of Medicine TX Jolene K. Jesse Continuing grant 847165 1544 SMET 9178 0080669 August 1, 2000 PGE/PG: Gender Composition and Engineering Team Processes. Engineering and science fields increasingly demand the use of team decision-making in order to meet needs of a rapidly developing technological society. Although women historically have been limited in their participation during decision-making processes within these fields, this situation is changing. The Colorado School of Mines is currently investigating how gender composition of teams in the first and second years affects quality of their products and satisfaction of individual team members. The goal of the proposed collaborative effort is to build upon current research by investigating mixed gender teams in upper level undergraduate courses, graduate research efforts, and industrial settings. The purpose of this request for a Planning Grant is to refine the collaborative strategy and to secure essential partnerships to bid successfully for a Collaboration Grant. We have subdivided the effort into four work packages. Work package 1 validates the results of the Experimental Study and investigates the extension to upper division undergraduate courses as well as other universities. Work packages 2 and 3 expand the research effort to include graduate programs and industrial settings. Work package 4 examines how results of the previous three work packages can be used to improved both undergraduate and graduate curricula. We are not proposing four independent research efforts, but rather a strategy that supports continual exchange of information across work packages following a natural progress that students follow through their undergraduate education into either graduate school or industry. Results of this study are likely to suggest techniques, supporting strategies, and practices by which mixed-gender teams can make successful decisions. RES ON GENDER IN SCI & ENGINE HRD EHR Knecht, Robert Barbara Moskal Debra Lasich Colorado School of Mines CO Ruta Sevo Standard Grant 30000 1544 SMET 9178 0080706 August 1, 2000 PGE/LCP: Gender Equity Options in Science (GEOS). Project GEOS (Gender Equity Options in Science) extends into higher education a NSF project that for six years has provided career development for math/science talented at risk girls. GEOS will follow up the participants of this project who are now in college, as well as provide guidance to young women who remain uncertain about their SMET majors. Career development workshops will be designed that encourage and mentor women in building strong career identities, in participating in leadership activities in their fields of interest, and in overcoming barriers to the attainment of their goals in math, science, engineering, and technology. GEOS involves (1) a year-long series of career development workshops (2) an overnight faculty-student retreat, and (3) a national seminar for university faculty to disseminate this project and teach gender equity strategies for SMET college women. This seminar will be offered in collaboration with the National Wakonse Fellowship for College Teaching, a consortium of universities committed to teaching improvement. Each summer, the model of career development and faculty mentoring developed at Arizona State University will be taught to 80 SMET faculty and college counselors from the eight universities attending the GEOS Wakonse Seminar. The staff, advisory board, student participants, and principle investigators will serve as trainers. Each faculty participant will develop a faculty development workshop or intervention for women based on techniques for career development and women friendly science. Reports on these projects will be collected into a summary of best practices to be disseminated among the 1,500 Wakonse Fellows online as well as available at cost to all participants. RES ON GENDER IN SCI & ENGINE HRD EHR Kerr, Barbara Sharon Robinson-Kurpius Arizona State University AZ Jolene K. Jesse Continuing grant 855743 1544 SMET 9178 0086156 September 1, 2000 Dull Knife-Northern Cheyenne Rural Systemic Initative. The Dull Knife Memorial College (DKMC) Rural Systemic Initiative will be a five year effort that will sustain and amplify the transformations already begun in the educational experiences of the K-14 students on and the Northern Cheyenne Reservation. The quality and quantity of the learning experiences in science, mathematics and technology within and beyond the school walls will be enhanced by professional development for teachers, adoption of effective strategies, and promotion of parental and community involvement in the educational process. An advisory committe to the principal will provide input on program direction, objectives and activities, policy decisions and special requests by program participants. The creation of fonnal "personal professional growth" plans for each individual teacher will be initiated with plans that are reviewed and updated annually but extended forward for a five-year period. Professional development activities will be structured around cohorts teachers based on closely related job and interest factors that the teachers identify and a regional professional development committee will be formed to make training programs self-determined by the area teachers. Emphasis will be placed on making the school site a place to learn for teachers and parents as well as students. Alternative assessment methods and implementation will be included as a component of the professional development for school administrators and teachers. Staff will include a local community member who will be employed to actively seek public and political support for educational priorities within the reservation community, one educational professional in mathematics/physical sciences and one in biological sciences who will work with area K-14 teachers. RURAL SYSTEMIC INITIATIVE PROG SYSTEMIC REFORM HRD EHR Littlebear, Richard Chief Dull Knife Memorial College MT Lura J. Chase Continuing grant 1250000 7366 1538 SMET 9177 0086158 September 1, 2000 Cankdeska Cikana Community College Rural Systemic Initiative. Cankdeska Cikana Community College was part of cohort 3 of the Tribal College Rural Systemic Initiative (TCRSI). Programs in this cohort received planning support in the first year, with the subsequent two years used to implement systemic reform. As a result of this initial funding, 100% of the teachers at the target schools were trained and began to implement standards based curriculum in their classrooms. Strategies for Phase II were selected based on extensive research on high poverty schools that scored highly on standardized achievement measures. Effective reform efforts have been shown to provide professional development programs of high quality, be well coordinated with desired instructional outcomes results oriented, and have consistent policies throughout the system. Successful schools carefully assessed student performance in comparison with standards and created additional time for academic instruction. Based on this research, the C4 Initiative will expand on the following three fronts. PROFESSIONAL DEVELOPMENT Standards Based Curriculum training offered twice per year will acquaint new hires and provide current developments for experienced teachers. Additional training sessions will focus on standards based assessment, including objective, standard alternative assessments to standardized tests. C4 will coordinate a Summer Science Institute during which teachers pilot lesson plans using independent and guided research in mathematics and science, and alternative assessment. With the coordination of C4 this curriculum will be piloted, evaluated and revised by the teachers involved in implementing it. This teacher-as-researcher model is anticipated to contribute to the scientific training of the workforce, and increase school commitment to the curriculum. An innovation in this area is the inclusion of a second strand of training for paraprofessionals, with a separate Summer Institute for teacher aides. CONSISTENT POLICIES The existing RSI Council of reservation programs aimed at improving SMET at the k through 14 level will be expanded to include Title I and RSI programs on other reservation. This committee will meet monthly to coordinate activities that will leverage resources, maximize teacher participation and have the optimal impact on student achievement. The Project Director will be appointed a member of the curriculum committee at each of the target schools. These committees are charged with adoption, implementation and publication of policies supporting standards based curriculum and other aspects of systemic reform. Extensive use of telecommunications will facilitate coordination with off-reservation programs. COORDINATED RESOURCES Examples of resource coordination outcomes are dual high school-college credit course to increase advanced opportunities in mathematics and science, and training at the state Indian Education Association conference supported jointly by all North Dakota reservation RSI projects. RSI staff and Council will coordinate the development of after-hours instruction in mathematics and science, funded by resources from private and federal grant funded programs already on the reservation. Training for these programs and policy development will be provided with RSI funds and by the RSI Council respectively. Cankdeska Cikana can draw upon three years of successful collaboration with the school districts and an experienced RSI Project Director who is an enrolled tribal member and also a former middle school mathematics and science teacher. As such, the project begins with a high level of credibility with the target school administrators and teachers. RURAL SYSTEMIC INITIATIVE PROG SYSTEMIC REFORM HRD EHR Esser, Efthalia Cankdeska Cikana Community College ND Lura J. Chase Continuing grant 1250000 7366 1538 SMET 9177 0086310 July 1, 2001 PGE/SEP: E-WOMS: Expanding Women's Opportunities through Mathematical Science. Northern Illinois University (NIU) will engage in a small, experimental project to improve the participation and retention of women in mathematics. E-WOMS: Expanding Women's Opportunities through Mathematical Science, offers a twopronged approach to solving the problem of low continuation rates for women in college mathematics. The first component of the project includes a novel collaboration among three units in NIU's College of Liberal Arts and Sciences-the Department of Mathematical Sciences, the Department of Communication, and the Women's Studies Program. The objective of this component is to change negative campus perceptions regarding women's roles, abilities, and achievement in mathematics. Graduate interns in Communication will work with the other two units in designing a public information campaign to educate the community during the funding period. This activity will give the interns opportunities to translate their research and theoretical knowledge into practice, and then to reflect back on their experiences in final papers. The second component consists of teaching interventions focusing on 60 women taking Calculus I during their first semesters at Northern (30 students each in fall 2001 and 2002). The interventions will create a community of students engaged in collaborative problem solving and the other activities (both in class and in a separate support group) enhanced by an associated section of UNIV 101. An orientation class. By enrolling in these courses together, attending presentations by professional women who use mathematics in their careers, and being offered ample opportunities for mentoring by members of the Department of Mathematical Sciences as the Women's Studies Program, the students involved will receive support and knowledge necessary to continue to take the higher mathematics courses required for many majors. Throughout, particular attention will be paid to the fact that many NIU students come from rural communities in which there are few (if any) female models of achievement in careers involving mathematics and higher education. RES ON GENDER IN SCI & ENGINE HRD EHR Levin, Amy Diana Steele Northern Illinois University IL Ruta Sevo Standard Grant 100000 1544 SMET 9178 0086338 January 1, 2001 PGE/SEP: Gender Differences in the Perception and Use of Informal Science Learning Website. This project investigates the potential to promote understanding and interest in science among middle school girls on an informal science learning web site called Whyville. Whyville provides an environment for students to explore scientific phenomenon, together with other students, and participate in both scientific and design activities. Preliminary studies of the current Whyville users show that over 60% of the users are girls, most from grades 4-8. Because Whyville is successful in attracting girls to a science oriented site, it is poised to be a potentially powerful tool for motivating and educating girls in science. The proposed project would use several methodologies to investigate Whyville characteristics, participants, and effects. A survey of the current Whyville users (N=600) will gather data on science interest, demographics, and background. Focus groups with current users (N=20) will be conducted on-line, within Whyville, to gather information on site use. A group of first time users (N=60) will be recruited from local schools and given a science interest and background survey, as well as a pre-assessment before entering Whyville. Then, using a tracking program, a subset of the current users (N=60) and all first time users will have their movements on the site monitored for three months in order to determine the activities of greatest interest and appeal. A subgroup (N=20) of new and current users will "visit" Whyville in a lab setting where their use of the site will be tracked in depth. They will also participate in a "think aloud" session with an interviewer while using Whyville and will explain their perceptions and understanding of the science content. The new users will also be asked to complete an interim assessment at the end of their "think aloud" session. Finally, any subsequent voluntary use of Whyville by these new users will be tracked for three months and they will be asked to complete a post-assessment to provide a third comparison point for the impact of Whyville exposure on science concept knowledge. The research proposed should provide a number of benefits. Its examination of Whyville characteristics, participants, and effects may provide a model for researchers, evaluators and site developers in future work. The findings should suggest guidelines for improving the effectiveness of educational websites in attracting your girls' interest in science and technology, and they may have important implications for improving school-based learning as well. RES ON GENDER IN SCI & ENGINE HRD EHR Aschbacher, Pamela California Institute of Technology CA Ruta Sevo Standard Grant 99991 1544 SMET 9178 0086345 April 1, 2001 PGE/SEP: Improving the Mathematical Skills of Deaf High School Girls. The objective of this project is to increase the number of high school deaf girls who take mathematics classes in high school, with an ultimate goal of increasing the numbers who major in science, mathematics, engineering and technology (SMET) in college and who eventually enter careers in SMET. At present, very few deaf girls think of careers in SMET because they are not encouraged to take mathematics and science courses while in high school. Deaf girls generally are not encouraged by teachers or counselors to consider careers in SMET. Part of the reason for the lack of deaf women in SMET is due to stereotyping and partly due to the historical perspective about deaf in general. This project, through a partnership between the National Technical Institute for the Deaf (NTID) and Mt. Holyoke College, will integrate deaf female high school students into a well established and successful summer mathematics program at Mt. Holyoke. Through their summer experience in this program, it is expected that the deaf girls will gain confidence in their ability to handle mathematics and will consider careers in SMET. The deaf girls in this project will be integrated into the Mt. Holyoke Summermath program with full support of interpreters and other services funded by this grant. This will be the first time that deaf girls will be able to attend one of many summer math programs for high school girls presently offered at many colleges in the United States. These programs have been closed to deaf students. By forming a partnership between NTID and Mt. Holyoke, pre-training in deaf strategies can be provided to the faculty and staff at Mt. Holyoke, pre-training in deaf education strategies can be provided to the faculty and staff at Mt. Holyoke, and needed support services will be provided to the deaf girls. Through this partnership, it is expected that the girls' self esteem, confidence, problem solving abilities toward mathematics and science will be strengthened, and that the girls will be more willing to take science and mathematics courses in high school and be better prepared to enter postsecondary programs in SMET. This project will have a very powerful impact on deaf education, since these initial eight students can become role models for other deaf high school girls. Furthermore, this project should help to change teachers', administrators', and parents' perspectives on the career opportunities for deaf females. It is expected that this project will also open the doors of other SMET summer programs for high school students at postsecondary programs, and will provide real gender equality to a group of students that have been shut out from these opportunities because of their deafness. RES ON GENDER IN SCI & ENGINE HRD EHR Brooks, Dianne Robert Menchel Rochester Institute of Tech NY Ruta Sevo Standard Grant 77836 1544 SMET 9178 0086360 January 1, 2001 PGE/SEP: Bioinformatics Initiative for High School Students. Abstract This summer initiative will familiarize selected high-school students with Bioinformatics, an increasingly important field with strong potential for growth in the coming decades. This course is oriented toward female high school students. This program will be offered in the summer of 2001, and will be open to qualified young women who have just completed their third year of high school. Particular encouragement will be given to young women who are members of minority groups; who are from low-income families; and who lack strong role models in science and technology. Upon conclusion of the program, the participants will be able to: - Describe, apply, and analyze principles of molecular biology; - Use the Internet, Microsoft Office, and Bioinformatics tools; - Use problem-based learning techniques; - Distinguish the outcomes of their data entries and manipulations; - Comprehend Bioinformatics as a field of study; - Know the roles that women can achieve in science and information technology; and - Value group process as a means of learning . In the program, participating young women will live on campus during the five-week program period; take courses during the day; participate in hands-on lab work; work together as members of small teams; benefit from presentations from and discussions with working professionals in the field; and travel to pharmaceutical and biotechnology companies, government laboratories, and other sites to complement their coursework, and learn how Bioinformatics is used in the scientific field. The program will use the NSF-funded Biology Student Workbench (BSW) program as the part of the curriculum, and the program organizers will work closely with the staff of that project in order to implement it appropriately. Using a problem-based learning approach, the investigators will teach via student-centered group interaction, and will create specific scenarios for student research. The program will be designed to encourage young women to pursue Bioinformatics as a field of study, and ultimately as a profession. Participants will strengthen their general computer skills and their ability to use the Internet as an interactive tool. By working in teams they will increase their problem solving abilities, communication skills and ability to interact with others. Upon conclusion of the program, information will be disseminated to encourage the replication of the program at other sites nationwide through presentations and publications, as well as work with BioQuest and the Biology Student Workbench team. The program organizers except to extend the benefits to other high school students and teachers, and encourage many young women to enter computer technology, mathematics, and science fields. RES ON GENDER IN SCI & ENGINE HRD EHR Cronin, Susan Charlotte Zales Immaculata University PA Margrete S. Klein Standard Grant 92656 1544 SMET 9178 0086366 December 1, 2000 PGE/SEP: Out of the Lab: A Camp for Ninth Grade Girls. In conjunction with a public radio program, Sheldon Jackson College and Pacific High School will conduct a one-week camp on science and society issues for ninth-grade girls. Our marketing plan will be to encourage traditionally underserved students, such as Alaskan Natives, low income and rural (bush) students. The camp will be preceded by a three-day workshop for teachers to become familiar with update science concepts. The camp will be held on the Sheldon Jackson College campus located in downtown Sitka, on the Pacific Ocean at the edge of the Tongass National Forest in the Heart of Alaska's inside passage. The cam will utilize Expeditionary Learning School techniques: guided questions, and posing challenges to have students explore scientific arenas. The goal of the camp will be to expose young women to science in relation to social and ethical issues. The camp will cover the scientific method, scientific assumptions and explore how science impacts our culture, how the media portrays scientists, and science communication. The experience should result in positive student attitudes towards exploring careers in science. Further, time will be spent with each individual developing a career pathway that will map out a plan for courses during their high school career. RES ON GENDER IN SCI & ENGINE HRD EHR Marcello, Joseph Sheldon Jackson College AK Jolene K. Jesse Standard Grant 47426 1544 SMET 9177 0086370 December 1, 2000 PGE/SEP: Women Engineers*Changing Attitudes Now (WE*CAN). There are three major barriers to increasing female involvement in science, mathematics, and technology: 1) inequitable treatment of females in classrooms, 2) lack of self-confidence, and 3) lack of successful mentors. The WE*CAN (women Engineers * Changing Attitudes Now) grant will address these barriers through extensive modeling, direct teaching, and mentoring. In WE*CAN grant there are four objectives and ten activities which will address engineering and gender equity concerns. The objectives include: 1) mentoring young women from elementary school to undergraduates, 2) informing young women about engineering careers and providing them opportunities to experience engineering activities, 3) informing teachers, counselors, and parents about engineering and gender equity issues, and, 4) disseminating information about gender equity and engineering through the WE*CAN program and future WE*CAN activities. The activities included in this grant are as follows: 1) establishing a WE*CAN mentoring program, 2) establishing a WE*CAN web page, 3) presenting information about the field of engineering while modeling gender equity to K-12 groups, 4) teaching engineering to elementary students in the Super Saturday program, 5) teaching engineering to middle school students in the Summer Camp for Academically Talented Students (SCATS) program, 6) conducting a WE*CAN engineering day 7) creating an all female team for the BEST (Boosting Engineering, Science and Technology) robotic competition, 8) teaching elementary girls in an engineering enrichment program, 9) providing a workshop for teachers and counselors in the field of engineering and gender equitable teaching and counseling strategies, and 10) disseminating information at conferences and events about gender equity and engineering. Participants from the first grade through the university level will experience a hands-on and minds-on approach to the field of engineering in gender equitable environment. Participants will experience support through the WE*CAN mentoring program. A strong focus will be placed on mentoring young women as a way on increasing self-esteem. Several activities in the WE*CAN grant are integrated with existing programs in an attempt to make the seeds of this program sustainable in future years RES ON GENDER IN SCI & ENGINE HRD EHR Wilson, Stacy Kathleen Matthew Western Kentucky University KY Ruta Sevo Standard Grant 99998 1544 SMET 9178 0086373 February 1, 2001 PGE/SEP: Retaining Undergraduate Women in the Sciences: A Laboratory Research Program. The Women in Science Program (WISP) at Indiana University-Bloomington (IUB), is creating a research fellowship program to encourage women to pursue science degrees and science careers. The Undergraduate Research Fellowship (URF) Program for Women in the Science will provide research experience to upper-division undergraduate women who have shown potential and interest in the sciences. Third-year women science majors will participate in researh under the auspices of IUB faculty starting the summer of 2001 and continuing for the 2001-2002 academic year. The participate will also serve as mentors to lower-division undergraduate women interested in pursuing science majors The URF Program will identify qualified students during the 2000-2001 school year to begin laboratory work in the summer of 2001. The Program will run through the summer and through both fall and spring semesters of the 2001-2002 academic year. By focusing on upper-division students, the Program hopes to assist students to gain the experience they need to pursue careers in laboratory research or to be competitive for graduate school. Students will also be required to write a paper and present posters on their research to increase their communication, writing and presentation skills, to make them more competitive with others in their field. The laboratory experience provided by the URF Program will enhance the participants' research capabilities and will increase interest in and preparation for jobs and graduate school majors in the sciences. The interactions among the participants, faculty mentors, fellow lad researchers, and the sophomore mentees will increase the support system for women in the sciences. The overarching goal of the URF Program is to increase the number of females that graduate with Bachelor's degrees in the sciences and to retain them in science fields after graduation. RES ON GENDER IN SCI & ENGINE HRD EHR Robinson, Jean Indiana University IN Ruta Sevo Standard Grant 99970 1544 SMET 9178 0086419 December 15, 2000 PGE/SEP: Latinas En Ciencia. This Oregon Museum of Science and Industry (OMSI) project experiences and the numbers of Latinas choosing to pursue careers in science and technology. The three primary project goals of Latinas en Ciencia are: 1. To engage Latina girls in science and technology at early age before they've decided against science and technology career pathways. 2. To support Latina girls' engagement with science and technology from preschool through high school. 3. To change the internal culture at OMSI in order to make the Museum feel like home for the Latinas. Several strategies will be utilized to achieve these project goals. OMSI will create an outreach program in three communities with a large Latino population around the Portland Metropolitan area. Aimed at recruiting and supporting Latina girls in third through fifth grade, this program will help build ability and create opportunities for girls in science and technology, while reinforcing the girls' abilities, fostering independence, and creating an "I can succeed" attitude in the girls. Activities in each community will include school assemblies, a weekly science club, family science nights, overnight programs at the Museum, and summer camp experiences. OSMI will create a culture within the Museum that is conducive to attracting Latina girls and provide effective programs at the Museum, and summer camp experiences. OMSI will create a culture within the Museum that is conducive to attracting Latina girls and provide effective programs and opportunities for them in science and technology by instituting monthly Latino Family Science Days, utilizing bilingual staff and volunteers for interpretation, within the Latino Community and within the Museum will be linked to facilitate connections at all age levels, offering mentoring opportunities and building leadership abilities and self-confidence in the Latina girls. Community partnership established during the Planning Grant will also be further developed and nurtured. These various strategies will be evaluated to assess participation levels in different programs and for different age group and to assess the engagement of the Latina girls in science and technology activities. Academic and skills-based gains will also be evaluated for particular groups to provide useful insight into the effectiveness of the strategies employed. The hope is to determine which strategies are most effective so as to further understanding of how to engage Latina girls in science and technology through nonformal science experiences. By learning how to more effectively introduce this undeserved population to science and technology, nonformal science institutions can help Latina girls discover possible career paths in science and technology that may have otherwise been inconceivable. RES ON GENDER IN SCI & ENGINE HRD EHR Johnson, Marilyn Alison Heimowitz Susan Holloway Oregon Museum of Science and Industry OR Margrete S. Klein Standard Grant 99997 1544 SMET 9178 0086424 January 1, 2001 PGE/SEP: An Experiment in Engaging High School and Undergraduate Women in Computer Science. In this project, we plan to test and evaluate a three-pronged approach to attracting females into computer science and for keeping them in computer science once they have entered college. The two largest components of our program are aimed at giving high school girls the tools necessary to have confidence about their technical abilities and be comfortable in computer science, as well as providing them with an independent project experience with female university faculty mentors in computer science. The third prong of our approach is aimed at retaining college women in computer science through their bachelor's degree and into graduate school. The summer component of this program is designed for 20 high school students to participate in an 8-week, half-day summer camp. The camp will focus on both static and interactive web programming, and animation and gui programming with Java. The Girls' POWER (Programming Of the WEb Rocks!) summer program will include lectures, lab sessions, and most significantly individual and group projects. In order to provide personal contacts for high school girls on their own territory, the high school, we plan to set up a Visit a High School Program, in which females in computer science from both academia and industry participate as distinguished role models and visitors to local high schools. The visiting role models would be accompanied by a graduate or undergraduate female computer science or computer engineering student to provide a role model at two different levels. The activities for undergraduate women focus on lessening women's of isolation as a computer science major, raising their self-esteem, increasing their awareness of career opportunities, and promoting research and graduate study. Activities include a mentoring program, informal lunch meetings, organized field trips, and independent research study opportunities. The proposed project has a number of aspects that are innovative. We have created a strong team of three senior female computer science professors who are noted for both their research and teaching excellence. The program leverages off of the technical strengths, excitement, and successes of the web for achieving the goals of the program. The program targets females in the critical high school and early undergraduate years, and focuses on the hypothesized barriers to attracting and retaining women at these stages. The anticipated regional outcomes of this project include an increase in the number of local high school women taking the Advanced Placement exam in computer science, as increase in the number of high school women at the participating schools majoring in computer science in college, and an established communication between numerous female computer scientists at all levels in this local geographic region. Beyond the Delaware Valley, the results should help to advance the understanding of the kinds of activities that actually aid in attracting and retaining women. RES ON GENDER IN SCI & ENGINE HRD EHR Pollock, Lori Kathleen McCoy Mary Carberry University of Delaware DE Ruta Sevo Standard Grant 99992 1544 SMET 9178 9177 0086440 January 1, 2001 PGE/SEP: Afterschool and Summer Science Camps for Young Women. WSU will implement a young women's afterschool and summer science camp program to determine what type and degree of contact is most effective in increasing their understanding of, and interest in, the areas of science, math and technology. Three types of science camps are proposed for middle school girls: eight-week afterschool camps (two days/week); week-long summer camps (six hours/day); and week-long residential summer camps. Each camp provides 30 hours of instruction. The theme of the camps in "Science at the Summit." This mountaineering theme covers many fields of science, mathematics and technology related to popular Northwest outdoor experiences. Camps are taught by a certified teacher, assisted by local outdoors experts, with support from women science professionals. A mentoring program brings together women professionals and students through regular E-mail contact over six-month period immediately following the camp experience. Girls also have program contact through CityLab's website and with CityLab's monthly newsletter. Program evaluation will determine whether or not the mode of delivery of content material, in combination with a strong mentoring program, significantly affects middle school student's interest in, and intent to pursue courses and experiences in science, math and technology. RES ON GENDER IN SCI & ENGINE HRD EHR Oliver, Sylvia Michael Trevisan Washington State University WA Margrete S. Klein Standard Grant 87822 1544 SMET 9178 0086452 January 1, 2001 PGE/SEP: TechGirl: A Website for Middle School Girls Interested in Science and Technology. TechGirl will be a fun and dynamically evolving website dedicated to helping middle school girls learn about science and engineering. It is intended to help them develop an appreciation for the beneficial impact of science and engineering on society, and to encourage them to consider possible careeers in science and engineering. This site will contain four major parts: 1) Biographical sketches of women at different stages of their careers, including high school, college, beginning their careers, and at the peak of their careers, including a short bio and a fun/interesting description of a specific event in their career. 2) Advice on developing their careers, from choosing courses and activities in high school to picking a college and major to finally choosing a career. 3) Puzzles/Brainteasers designed to challenge the girls and expose them to different aspects of science and engineering. 4) Engineering Encounters, a role-playing game where the girls simulate how their life could develop through high school, college, and their career. This game will present them with a series of choices, and then they choose a response which then results in different events occurring in their lives. TechGirl will be developed in close collaboration with two major programs at Arizona State University, the Women in Applied Science and Engineering program and the MInority Engineering Program. The design of TechGirl is based on extensive discussions with middle and high school girls, their teachers and counselors, college girls in WISE, engineers who mentor for WISE, and college students in the OMEP program. Those groups will continue to play a critical role in the development and assessment of TechGirl, so that it is designed as much as possible by girls and women for girls. RES ON GENDER IN SCI & ENGINE HRD EHR Anderson-Rowland, Mary James Adams Michael Wagner Maria Reyes Arizona State University AZ Ruta Sevo Standard Grant 99805 1544 SMET 9177 0086551 October 1, 2000 AGEP: PEAKS: The Colorado Alliance for Graduate Education and the Professoriate. MINORITY GRADUATE EDUC ACTIVIT HRD EHR Avery, Susan Stein Sture Mark Hernandez University of Colorado at Boulder CO James H. Wyche Cooperative Agreement 2500000 1515 SMET 9179 9178 0086701 October 1, 2000 New Mexico Alliance for Graduate Education and the Professoriate. The proposed NM-AGEP is designed to triple the number of SME graduate minority students pursuing doctoral degrees and entering the professoriate over the next five years at the three NM-AGEP Universities through the following objectives: (a) coordinating efforts to support minority SME graduate students statewide, (b ) increasing the recruitment, retention and graduation of minority doctoral students in SME and supporting those students in pursuing academic careers, and ( c) institutionalizing a graduate education cultural climate that is receptive and supportive of a diverse graduate student population. MINORITY GRADUATE EDUC ACTIVIT HRD EHR Gale, Thomas David Johnson Timothy Pettibone Teresita Aguilar William Flores Kenneth Frandsen Laurie Churchill New Mexico State University NM Roosevelt Y. Johnson Cooperative Agreement 2760623 1515 SMET 9179 0000099 Other Applications NEC 0090070 March 1, 2001 Accessible Mathematics. Recent research shows that children with disabilities benefit greatly from deep involvement in mathematical thinking. Major mathematics education committees such as the American Association for the Advancement of Science, the National Council of Teachers of Mathematics, and the National Research Council have emphasized the importance of high level mathematical thinking and reasoning for all students, especially those students with special needs who have not had access to this kind of mathematics. This project is based on the assumption that when students with disabilities engage in a variety of NCTM Standards-based activities that support their strengths, they can learn to think mathematically. Children with disabilities will learn to think about, strategize, and solve mathematical problems in the manner recommended by the NCTM Standards. To explore ways in which students with disabilities can be supported to successfully develop mathematical thinking, researchers at TERC will work collaboratively with a group of 12-16 teacher-researchers who are implementing an NCTM standards-based curriculum, grades 1-5. The teachers will be chosen in pairs of one mainstream classroom teacher and one special education teacher who work with the same students as they engage with standards-based mathematics curricula. The teacher pairs will work together to look closely at and find ways to improve the mathematical thinking of students with disabilities. All of the teachers will meet regularly in an action research group with TERC researchers during two years of the project. They will present and discuss episodes from their classrooms about teaching mathematics to children with disabilities, plan next steps in their investigations of students' learning, and document and disseminate the strategies that are successful in developing the mathematical understanding of students who have disabilities. In the last year of the project, teachers and TERC researchers together will write articles to disseminate their findings to other teachers. They will describe the ways in which the special education and classroom teachers work together to improve the mathematics learning of children with disabilities and will document successful strategies that other teachers can use. These research findings will be useful to teachers because they will be grounded in classroom practice. The work of this project will include: 1. Implementation of a teacher research group of classroom and special education teachers to develop their skills in planning and implementing classroom research and to report on and receive feedback on their own research. 2. Research by the teacher pairs to learn how particular students with disabilities learn mathematics best, and what is needed to support their learning. 3. Communication of this classroom-based body of research through publications, existing websites, and presentations to others-especially to other practitioners-in a way that helps others see more deeply into students' mathematical thinking. 4. Documentation and description of the collaboration among the special education and classroom teacher pairs in their schools to suggest approaches that can be used by others. RES IN DISABILITIES ED HRD EHR Storeygard, Judy TERC Inc MA Ted A. Conway Continuing grant 449999 1545 SMET 9177 0094556 March 15, 2001 Retention of Women Graduate Students and Early Career Academics in Science and Engineering. Very few academic intervention programs for women in science and engineering have foucsed on graduate students and junior faculty. Yet, attrition rates for women doctoral students are significantly higher than those for men and numbers of female faculty in SMET areas remain very low. Research indicates that women increasingly want to pursue academic careers in science and engineering, but experience prolbmes in these fields due to institutional factors such as gendered organization patterns and overt subtle discrininatory preactices. We propose to organize a primarily regional conference of Mid-western land-grant colleges and universities on the Iowa State University campus to bring together women's studies facutly and others doing research on women in SMET fields, and faculty and graduate students in science and engineering, in order to exchange relevant research findings on the barriers to graduate and faculty women's full participation in science and engineering fields and to develop strategies and action plans aimed at retaining women graduate students and facutly in science and engineering. A unique aspect of the proposed conference is that it aims to bring together scientists and women's studies scholars-two groups that seldom interact and yet have a great deal to learn from each other-in terms of 5-7 persons from about 20 academic institutions. These teams will be exposed to the current research on women ins SMET fields, exchange information, and work collaboratively to develop ideas for potential retention programs at theri universities. Each team will be expected to construct a plan of action for its own institution, to implement it in the successive months, and to report on it ata a follow up forum a year later. The proceedings of the conference and follow up activity will be disseminated on the web and in print. RES ON GENDER IN SCI & ENGINE HRD EHR Bystydzienski, Jill Iowa State University IA Ruta Sevo Standard Grant 55479 1544 SMET 9178 9177 0094986 January 15, 2001 Improving Opportunities for Students with Disabilities through Cooperative Dissemination. Proposal # HRD-0094986 Institution: University of Northern Iowa Principal Investigator: Gregory Stefanich Title: "Improving Opportunities for Students with Disabilities through Collaborative Dissemination" ABSTRACT This project is a communication/dissemination project for teachers, administrators and teacher educators to improve their knowledge and familiarity with resources for the teaching science to students with disabilities. The project will continue an existing alliance with NSTA to enhance equity for all students in science. The mode of delivery will be a two-day pre-conference program presented at the NSTA Annual Meeting in St. Louis, Missouri on March 20-25, 2001, a sectional presentation at the NSTA meeting, and maintaining an exhibit booth in the exhibition hall throughout the conference. This project will educate professionals providing services to students with disabilities about effective resources, and teaching/assessment strategies. The disability areas addressed will include motor/orthopedic impairments, deaf and hard of hearing, visual impairments, learning disabilities, cognitive impairments, and behavioral disabilities. Information in the areas of assistive technologies, teacher education, research on effective teaching, methods of instruction, materials and programs, evaluation and assessment, and educational organizations and agencies will be disseminated to participants in the pre-conference and to those visiting the exhibit booth. The proposed effort will address responsibilities of educators contained in legislative mandates (i.e. Disabilities Education Act, 1973; Americans with Disabilities Act, 1989, Individuals with Disabilities Education Act, 1997), inequities reflected in the literature concerning opportunities in science for students with disabilities, and informational needs of teachers and teacher educators in making science instruction responsive to students with disabilities. RES IN DISABILITIES ED HRD EHR Stefanich, Greg Edward Keller University of Northern Iowa IA Ted A. Conway Standard Grant 60398 1545 SMET 9177 0095392 August 1, 2001 Adapting Kids Network for Deaf Students. Proposal # HRD-0095392 Institution: TERC Principal Investigator: Judith Vesel Title: "Adapting Kids Network for Deaf Students" ABSTRACT TERC will collaborate with Vcom3D, Inc., and staff from the National Technical Institute for the Deaf (NTID), on use of the SigningAvatarTM accessibility software to sign the web activities and resources for two Kids Network units; evaluate the extent to which the addition of signing promotes achievement of standards-based learning outcomes; report the lessons learned about best practices for using the SigningAvatarTM characters to sign most web-based science materials; and create a more robust sign/facial expression / body space library for use in SigningAvatarTM enabling other science curricula. The collaboration brings together three organizations uniquely suited to conduct the proposed program of work. Units from the award-winning Kids Network series (developed previously by TERC with NSF funding) were selected for the project because repeated controlled evaluations have shown that hearing students who use the units make significant gains in standards-based learning outcomes. Vcom3D's staff embarked in 1997 on a course of research and development directed toward using visualization technologies to assist education of deaf and hard of hearing students. The SigningAvatarTM software is the result of this work. NTID, a college of Rochester institute of Technology (RIT), is known for its leading-edge research in the use of technology and technical signs for science instruction. Building on the partners' collected knowledge, products at the end of three years will include: 1. Kids Network Weather in Action unit adapted for students in Grades 3-6 who are deaf or hard of hearing - Teacher's Guide with SigningAvatarTM enabled online activities, resources, and implementation strategies to meet the needs of the target population. 2. Kids Network Are We Getting Enough Oxygen? Unit adapted for students in Grades 6-8 who are deaf or hard of hearing - Teacher's' Guide with the addition of the SigningAvatarTM enabled online activities, resources, and implementation strategies to meet the needs of the target population. 3. Summative evaluation report - Soft copy documentation of the extent to which the addition of signing to the web-based components of each unit promotes achievement of specified standards-based learning outcomes. 4. Report of lessons learned - Soft copy documentation of best practices for using the SigningAvatarTM technology to make most web-based science materials accessible to students who are deaf. 5. New vocabulary of technical signs for the Avatar characters' sign/facial expression/body space lexicon - Words and terms primarily in the areas of earth and space, life, and physical science; communication; and data sharing, display, and analysis. TERC will have project oversight and responsibility for the tasks of curriculum-related modifications to the web activities and resources, the controlled evaluation, and the report of lessons-learned. Vcom3D will add new technical signs to the SigningAvatarTM library and SigningAvatarTM enable each unit. Consultants from NTID will assist in the selection and appropriate use of signs. An Advisory Committee and an outside Project Evaluator further enhance the capacity to ensure that students who are deaf or hard of hearing have increased and ongoing access to quality, age-appropriate science materials. RES IN DISABILITIES ED HRD EHR Vesel, Judy Shelley Popson TERC Inc MA Ted A. Conway Continuing grant 448403 1545 SMET 9177 0095944 April 15, 2001 Haptic Interfaces for Spatial Learning. Proposal # HRD-0095944 Institution: University of Colorado at Boulder Principal Investigators: Lucy Y. Pao, Dale A. Lawrence, and Howard Kramer Title: "Haptic Interfaces for Spatial Learning" ABSTRACT This project will explore the use of haptic (touch) interfaces, in concert with conventional visual and audio interfaces, to enhance communication and learning of spatial concepts in science and engineering. Graphical means of expressing spatial concepts provide the most clear and concrete representation of spatial ideas, but are often the most difficult for people to use. In contrast to existing approaches that use only vision, the project will seek non-visual means of expressing and communicating spatial ideas and data. The approach also differs from recent attempts to reproduce 2D visual graphs or pictures as 2D haptic or tactile artifacts for the visually impaired. Such approaches depend on projections of 3D objects onto viewing planes, a technique that is only marginally accessible to blind people. Technology exists that can enable people to draw effectively in 3D without depending on vision or vision-like projections of the 3D object or idea. The project will explore the integration of a 6 degree of freedom (DOF) haptic interface with new software tools that produce a variety of direct 3D drawing capabilities, including the capability to instantly review and correct the concept as it is created. Investigators will explore the benefits of non-visual (haptic and audio) feedback for drawing. We believe non-visual interaction with drawing tools can make graphical representations of spatial constructs, relationships, and ideas much easier to generate and share, promoting clearer discourse in fields that depend on spatial concepts. The ability to create precise 3D drawings would provide a mode of communication for visually impaired people opening new opportunities in fields that require an ability to communicate using spatial representations. The technology to be developed and test consists of a desktop workstation that provides capability for visual, audio, and haptic interaction with computer-generated spatial constructs. The tools will consist of software programs that allow users to easily draw in 3-dimensions with visual, haptic, and audio feedback. A suite of rendering/drawing modes will also be developed to enable users to create and interpret 3-dimensional objects or drawings. The existing visual/haptic interface facility at the University of Colorado will be augmented with audio capabilities similar to those currently used in the University of Colorado Assistive Technology Lab. This augmented workstation will be used as a testbed during years 1 and 2 of the project, where work will focus on the development and testing of particular modes of drawing and rendering spatial objects and data, and of particular pedagogic approaches to learning spatial concepts. The resulting rendering modes will be evaluated by students with learning and/or visual impairments as well as non-impaired students who are interested in science and engineering. RES IN DISABILITIES ED HRD EHR Pao, Lucy Dale Lawrence Howard Kramer University of Colorado at Boulder CO Ted A. Conway Continuing grant 449864 1545 SMET 9178 0095948 March 1, 2001 Clearinghouse on Mathematics, Engineering, Technology and Science. Proposal # HRD-0095948 Institution: Rochester Institute of Technology Principal Investigator: Harry G. Lang Title: "Clearinghouse on Mathematics, Engineering, Technology and Science (COMETS): A Comprehensive Resource in the Education of Deaf Students" ABSTRACT The proposed Clearinghouse On Mathematics, Engineering, Technology, and Science (COMETS) will serve as a major resource for information dissemination. The Project will also build a network of many professionals who will use the resources for systemic reform, and will evaluate its information dissemination strategies with these audiences. The goals of the project are to: 1) develop a comprehensive resource to provide synchronous information through interactive components to eight target audiences of professionals, parents, and students available on the World Wide Web and in print: 2) field-test the applicability of the information and the dissemination strategies in both formal and informal professional development activities; and 3) develop a network for systemic reform through information dissemination in the education of deaf students in science, education, mathematics, and technology. The revolution in computer technologies shows promise for enhancing information dissemination to students who are deaf or hard of hearing and the professionals responsible for their education. In particular, the World Wide Web has been shown to be successful in an experimental prototype project as part of a previous NSF-funded teacher preparation project. Abundant evidence shows that many of the needs of professionals serving deaf students in science, mathematics, engineering, and technology (SMET) areas can be met through quality, interactive resources that are made available on the World Wide Web. With quality control associated with individual and institutional authority, the Internet can be a credible change agent in an information dissemination program for systemic reform in science and mathematics for deaf students. COMETS, based at the National Technical Institute for the Deaf (NTID), a college of Rochester Institute of Technology (RIT), is an interactive Web site. Project staff will present educational research findings and draw implications for teaching, curriculum development, and the provision of support services in SMET areas. The application of the information will be field tested in formal professional development activities. The quality of the information to be shared will be high, extracted from periodicals refereed by national experts. The project will also include a comprehensive evaluation of information dissemination and the findings regarding the most effective evaluation strategies will be shared with others through presentations and publications. An existing network will be expanded from approximately 400 teachers to include administrators, support service professionals, parents, and representatives from organizations critical to systemic reform in the education of deaf students. The acronym "COMETS" presents an appropriate metaphor. As with the so-named astronomical bodies, this project will leave a trail of material and energy which will be available for a long time to come. RES IN DISABILITIES ED HRD EHR Lang, Harry Rochester Institute of Tech NY Ted A. Conway Continuing grant 198978 1545 SMET 9177 0095994 April 1, 2001 Kindling Inclusionary SMET Education for Persons with Disabilities (KISMET Project). Proposal # HRD-0095994 Institution: County College of Morris Principal Investigator: Judith Kuperstein Title: "Kindling Inclusionary SMET Education for Persons with Disabilities" (KISMET) ABSTRACT The County College of Morris (CCM) is an established leader in associate degree level science education. Annual surveys of SMET graduates from 1994-98 with very high response rates show that over 91% report being employed, enrolled in 4-year institutions, or both. In 1989, CCM created its Horizons Program dedicated to the needs of students with learning disabilities (sld), that has grown from 35 participants to over 500 with 38% coming from 9 other counties. CCM has also developed a successful system for providing tailored services to students with physical disabilities (spd) and an active Disability Awareness Committee. Adaptive equipment and software are used to make its state-of-the-art SMET classrooms and laboratories accessible, and special tutoring is provided as needed. An analysis of the limited individual data available on CCM's sld and spd reveals that CCM is providing SMET programs that are attractive, but they point out issues that deserve investigation relating to noticeable clustering of these students in a very limited number of SMET programs. The overall goal of the proposed project is to create increased inclusionary SMET education opportunities for students with disabilities (swd) that should attract more of these students into SMET programs and careers. The various components to accomplish this are in-place (i.e. quality SMET programs and faculty, an established Tech Prep Consortium of secondary schools, and proven assistance programs for swd). The specific objectives of the proposed KISMET project are to: Upgrade CCM's capacity to provide SMET education to students with disabilities by: (1) improving articulation and transition coordination with secondary schools, (2) orienting faculty toward inclusionary thinking regarding this population, and (3) increasing the availability of support services and assistive equipment. Develop more "swd friendly" delivery of SMET curricula, including training faculty in identified successful techniques. Improve the tracking of swd SMET enrollees and their progress at CCM as a means to both learn "what works" for this population and better serve individual swd. Increase first-time enrollments, retention and persistence to graduation by swd in SMET programs, including decreased abandonment of SMET for non-SMET majors. The project will use a New Transition Coordination Outreach Initiative to Secondary Schools, a Special Recruitment Effort, a Faculty Task Force to Improve SMET Curricula Delivery, Faculty/Staff Development activities, and Additional Direct Assistance. RES IN DISABILITIES ED HRD EHR Nast, David Bette Simmons County College of Morris NJ Mark H. Leddy Continuing grant 447803 1545 SMET 9177 0096333 August 7, 2000 PGE/SEP: Supporting university women in geoscience: the mentoring ladder, field experience, and academic training. RES ON GENDER IN SCI & ENGINE HRD EHR Jansma, Pamela University of Arkansas AR Ruta Sevo Standard Grant 91983 1544 SMET 9179 9177 0099125 March 1, 2001 Open Door, Capacity Building at Yavapai College. Proposal # HRD-0099125 Institution: Yavapai College Principal Investigator: Kenneth Abbott Title: "The Open Door Project" ABSTRACT Yavapai College serves the needs of rural and isolated small urban populations in Yavapai County, Arizona. The college is well underway toward completing its ADA self-evaluation goals for physical barrier removal. A corresponding effort, however, has not taken place to address access to instructional materials in appropriate forms, educational technology, alternative delivery methodologies and access to laboratory and field experiences. The goal of this project is to increase the number of rural disabled students successfully pursuing SMET careers. An advisory committee will provide oversight and project direction to actualize the following objective: To develop a model program that creates an inviting rural community college environment responsive to the needs of students with disabilities. The Open Door Project will: 1. Assign a SMET disabilities curriculum coordinator to research, gather, and maintain a specific set of alternative curricular materials and strategies for all gateway math and science courses that use current best practices of adaptation, accommodation, and assistive technology. 2. Train disabilities Master Teachers in all SMET curricular areas who will conduct disabilities awareness and alternative strategies training at the SMET department level. The problem of adjunct faculty inclusion will be addressed by specific training at orientation, access to intranet resources, and assignment of a disabilities mentor from the full-time SMET faculty. 3. Develop ways for students to have a SMET "hands-on" experience by creating innovative ways to assimilate students with disabilities into ongoing research, field and laboratory activities and to facilitate student interface with working SMET professionals in local and regional high tech businesses. This activity will include development of a SMET Summer Camp for students with disabilities. The Open Door Project will also work to increase the number of disabled high school students, veterans, women re-entering the workforce and Native Americans with SMET career expectations. This will be accomplished by using the countywide outreach activity of existing TRIO and Transition programs to encourage interest in SMET careers among disabled students. In addition, these outreach groups, staff development activities, and stipends for participation in summer programs, will be used to raise the awareness of high school and college career counselors and faculty. This will increase their competency to address the needs of students with disabilities and promote existing Yavapai College Foundation scholarships for disabled and SMET students as well as SMET summer camps. The Open Door Capacity Building Project will raise the visibility and attractiveness of SMET careers for disabled students by creating a program specifically designed to capture their imaginations and provide a responsive community college experience that articulates into a SMET career or advanced degree. The long-range post-project goal is to use Yavapai College's unique field sites and on-campus dorm capacity to create a regional SMET magnet school for students with disabilities. RES IN DISABILITIES ED HRD EHR Abbott, Kenneth Paul Smolenyak Yavapai College AZ Ted A. Conway Continuing grant 421574 1545 SMET 9177 0099141 March 1, 2001 Earth System Science Works!. Proposal # HRD-0099141 Institution: University of Southern Maine Principal Investigators: Sharon Locke and Libby Cohen Title: "Earth System Science Works!" ABSTRACT This project enhances and expands the work of ACCESS Earth, an intensive summer institute in Earth system science for students with disabilities and their teachers previously funded by NASA. During ACCESS Earth teachers and students work with research scientists at the Wells National Estuarine Research Reserve on the coast of Maine, examining the impacts of sea level rise, climate change, and coastal development. Teachers and students have the opportunity to use technology such as Geographic Information Systems and remote sensing to study environmental changes and the dynamics of land-sea-air interactions. Earth System Science Works! will build on the current program by providing: 1) mentoring for teachers and students during the school year, 2) support for adaptation of existing Earth system science curriculum, 3) support for a partnership with the Digital Library for Earth System Education, and 4) support for visiting scientists with disabilities to attend the summer institute. Through Earth System Science Works! students and teachers will be able to continue their studies in earth system science beyond the week of the summer institute. Students will communicate electronically with scientists with disabilities working in earth system science fields and will share their interests in science through an interactive Web site. Teachers will communicate with science and education faculty on implementing accessible earth system science lessons into their classrooms and will post adapted lessons and other ideas on the project Web site. The goal is to create a sustained discussion forum on the accessibility of earth system science education at the K- 12 level. This project will positively influence the way in which earth system science is taught at all educational levels through a partnership with the Digital Library for Earth System Education. A special working group of teachers selected by project staff will adapt popular earth system science curricula so that they are accessible to students with disabilities and will field test the adaptations in their classrooms and at the summer institute. The adapted curricula and strategies for teaching earth system science to students with disabilities will be published as an Earth System Science IdeaBook, which will be fully integrated into the Digital Library. The timing of this project affords an ideal opportunity to guide the development of the library. Teachers and students will serve as testers of library tools, collections, and interfaces and will advise staff on its accessibility for persons with disabilities. This project seeks to increase the number of students with disabilities who pursue earth system science careers by changing the methods, materials, and curricula used in high school science classes. Earth system science courses are being offered with increasing frequency at both the high school and middle school levels, and the Digital Library for Earth System Education will further increase the availability of educational resources. Earth System Science Works! Will comprehensively evaluate the accessibility of earth system science education and provide new resources for teaching earth system concepts to persons with disabilities. RES IN DISABILITIES ED HRD EHR Locke, Sharon Libby Cohen University of Southern Maine ME Ted A. Conway Continuing grant 385150 1545 SMET 9177 0099216 January 15, 2001 Integration of Adaptive Technology and Clinical Assessment into Mathematics at MU. Proposal # HRD-0099216 Institution: University of Missouri at Columbia Principal Investigator: Gregory Holliday Title: "INTEGRATION OF ADAPTIVE TECHNOLOGY AND CLINICAL ASSESSMENT INTO MATHEMATICS" ABSTRACT The Department of Mathematics of the University of Missouri - Columbia (MU) in a unique collaboration with the university's Adaptive Computing Technology (ACT) Center and the Assessment and Consultation Clinic (ACC), proposes to create a highly supportive mathematics learning environment for students with learning disabilities (LD). The project will ensure retention and success in mathematics for students with LD by: 1. enabling students with LD to amplify and successfully apply intact cognitive processes by using adaptive computing technology (ACT); 2. increasing institutional capacity of the MU Department of Mathematics to effectively identify and instruct students with LD; and by 3. developing field placement opportunities to support successful school-to-work transitions. Success in mathematics depends on perceiving, processing, retaining, retrieving, and applying complex information. A deficiency in any of these capacities places students with LD at high risk for failure. Often, students have more than sufficient cognitive capacity to comprehend mathematical concepts and master essential skills if they have appropriate classroom and testing accommodations. While technologies exist to compensate for weak processing capacities in students with LD, such technologies are of little benefit if they are not appropriately customized to the student or effectively utilized in the classroom. In addition, the link between specific learning disabilities and appropriate compensatory technology, especially as applied to postsecondary students enrolled in mathematics coursework, has been largely conjectural. Instructors and students have therefore underused this strategy. Postsecondary success of students with disabilities has remained unsatisfactory. The proposed model for mathematics instruction of postsecondary students with LD will consist of: 1. Enhancement of mathematics instructors' awareness of LD and how to effectively teach students with LD through collaborative trainings offered by the ACT Center and the ACC; 2. Collaboration between the ACC and ACT Center to link specific LDs to appropriate technology; 3. Integration of the technology accommodations of the ACT Center into mathematics curriculum and instruction; 4. Collaboration among all three units (ACT Center, ACC, and Department of Mathematics) to identify placement opportunities and maximize student learning opportunities in the workplace. RES IN DISABILITIES ED HRD EHR Holliday, Gregory Stamatis Dostoglou Darren Gabbert University of Missouri-Columbia MO Ted A. Conway Continuing grant 431448 1545 SMET 9177 0099229 April 1, 2001 Building Capacity for a National Community College Collaborative IT E-Learning Support Network for People with Disabilities. Proposal # HRD-0099229 Institution: Western Michigan University Principal Investigator: Robert Leneway Title: "Building Capacity for a National Community College Collaborative IT E-Learning Support Network for People with Disabilities" ABSTRACT The Education in Information Technology project (EDIT) represents a new partnership of some of the nation's leading informational technology providers in support of people with disabilities. Western Michigan University and the Association of Rehabilitation Programs in Computer Technology (ARPCT) form a partnership to combine the hardware and software of IBM with the courseware of Smartforce.com to focus on a research initiative. EDIT will develop an E-learning Internet support network to study the impact of using a collaborative Internet site to increase the educational capacity of community colleges for preparing students with disabilities for information technology related careers. Ten of 50 ARPCT member programs are already located in community colleges, and efforts will be made to increase this number. IBM and Smartforce.com have donated over $500,000, in product, support and courseware, to initiate the effort. This project will develop the site, promote its use, and conduct rigorous research on its impact for assisting community colleges to build their capacity for preparing students with disabilities for information technology related careers. The effectiveness of community colleges using a national collaborative E-learning site to improve their ability to prepare more students with disabilities will be tested, and results will be disseminated widely. RES IN DISABILITIES ED HRD EHR Leneway, Robert Western Michigan University MI Ted A. Conway Continuing grant 448853 1545 SMET 9177 0099230 March 1, 2001 The Classroom of the Sea. Proposal # HRD-0099230 Institution: University of Connecticut Principal Investigator: Ivar Babb Title: "The Classroom of the Sea (COS)" ABSTRACT "Classroom of the Sea (COS)" is a comprehensive three-year project that addresses many of the special needs of deaf learners in science. About one in every thousand school age children in the U.S. is deaf or hard of hearing and these learners often lag behind their hearing peers in cognitive and language development. COS will address these issues, as well as the special communication needs of deaf learners, through a partnership of scientists, educators, and students that aims to enhance both teaching and learning in middle and high school science education. The project staff will integrate research and education and draw upon the excitement of scientific discovery to motivate students, provide situated learning opportunities, and identify the scientific and technical concepts that need to be integrated with American Sign Language to enhance science instruction to deaf students. For the past four years the National Undersea Research Center (NURC) located at the University of Connecticut has been collaborating with the American School for the Deaf (ASD) to successfully advance science education for deaf students. This interaction was initiated by ASD's participation in the Aquanaut Program, an educational outreach program of NURC that provided deaf learners an opportunity to conduct hands-on research using visual technologies, including sonars, robots, computers and other marine sampling devices. This project will provide the expertise and infrastructure to develop a standards-based science curriculum and problem-based lab and field experiments, evaluate the effectiveness of these approaches, while simultaneously improving the ability to teach science to deaf learners through language enhancement. The objectives of the Classroom of the Sea program are to: 1) develop an integrated science curriculum for deaf students using highly interdisciplinary marine science; 2) provide real-world oceanographic research opportunities to enrich the curriculum; 3) develop processes for optimizing the use of technical signs and American Sign Language in science and technology instruction; 4) adapt and develop technologies to disseminate the curriculum, language enhancement strategies, and research results to the Deaf community, educators of deaf students, and others; and 5) better prepare deaf students to pursue careers in science and technology. COS is comprised of two integrated elements - Science Through Marine Science" and Communications Access". The program is based upon the premise that students, and particularly students with disabilities such as deafness, can achieve a high degree of scientific literacy by learning science in a practical manner, i.e. within authentic learning environments. This will be achieved by studying the many facets (i.e. disciplines) of the marine environment. The second major element of the Classroom of the Sea involves "Communications Access," which will emphasize functional communication in teaching science through sign language and will involve the identification of concepts and terms that lack clear signs within American Sign Language (ASL) and the effective use of ASL grammatical features. Appropriate technologies will be developed and tested to implement and disseminate all elements of the program. The critical program components studied and demonstrated in the Classroom of the Sea project will not only benefit deaf learners, but can be applied in school programs to enhance the education of all students, especially those with other disabilities or those for whom English is a second language. RES IN DISABILITIES ED HRD EHR Babb, Ivar Scott Brown Peter Scheifele Harry Lang University of Connecticut CT Ted A. Conway Continuing grant 443997 1545 SMET 9177 0099261 January 15, 2001 Transcending The Digital Divide. Proposal # HRD-00-99261 Institution: UC Santa Barbara Principal Investigator: Reginald Golledge Title: "Transcending the Digital Divide" ABSTRACT The purpose of this research is to develop, evaluate, and disseminate a non-visual interface for accessing digital information. The aim is to investigate the perceptual and cognitive problems that blind people face when trying to interpret information provided in a multimodal manner. The project also plans to provide touch sensitive and sound based network interface and navigation devices that incorporate cognitive wayfinding heuristics. Haptic (force feedback) interfaces will be provided for exploring web pages that consist of map, graphic, iconic or image products. Sound identifiers for on-screen windowed, map, and image information will also be provided. These tasks will contribute to transcending the Digital Divide that increasingly separates blind or vision impaired people from the growing information-based workplace. Recent research at UCSB has begun to explore how individuals identify features presented through sound and touch. Other research (e.g. O'Modhrrain and Gillespie, 1998; McKinley and Scott, 1998) have used haptics to explore screen objects such as windows, pulldown menus, buttons, and sliders; but map, graphic and other cartographic representations have not been explored. In particular, the potential of auditory maps of on-screen phenomena (e.g. as would be important in GIS applications) has barely been examined and few examples exist of combining audio and touch principles to build an interface. While imaginative efforts to build non-visual interfaces have been proceeding. there is a yet little empirical evidence that people without sight can use them effectively (i.e. develop a true representation of the experienced phenomena). Experiments will be undertaken to test the ability of vision impaired and sighted people from different age groups to use these new interface or features such as: (i) the haptic mouse or a touch window tied to auditory communication displays; (ii) digitized real sounds to indicate environmental features at their mapped locations; (iii) "sound painting" of maps, images, or charts to indicate gradients of phenomena like temperature, precipitation, pressure, population density and altitude. Tests will be developed to evaluate (i) the minimum resolvable area for the haptic interpretation of scenes; (ii) the development of skills for shape tracing in the sound or the force-feedback haptic domain, (iii) the possibility of using continuous or discreet sound symbols associated with touch sensitive pads to learn hierarchically nested screen information (e.g. locations of cities within regions within states within nations); (iv) to evaluate how dynamic activities such as scrolling, zooming, and searching can be conducted in the haptic or auditory domain, (v) to evaluate people's comprehension and ability to explore, comprehend, and make inferences about various non-visual interpretations of complex visual displays (e.g. maps and diagrams), and (vi) to explore the effectiveness of using a haptic mouse with a 2" square motion domain to search a 14" screen (i.e. scale effects). RES IN DISABILITIES ED HRD EHR Golledge, Reginald University of California-Santa Barbara CA Ted A. Conway Continuing grant 450260 1545 SMET 9178 9177 0102533 June 1, 2001 Success in Science, Mathematics, Engineering and Technology Programs. Virginia State University is submitting this planning proposal to the National Science Foundation Historically Black Colleges and University Undergraduate Program (HBCU-UP) in Mathematics, Engineering, Computer Science, and the Physical Sciences. The Goal of this planning proposal is to conduct an assessment at VSU on the SMET offerings and develop a plan which will be an institutional stepping stone toward a National Science Foundation SMET-UP five year grant proposal with t he long term intention to increase the number of well-qualified minority students graduating in engineering, science and mathematics and to provide these students with sufficient preparation, guidance, and encouragement to attend graduate school. Key personnel for the project will be the Principal Investigator (PI), Co-PI, Activity Coordinator, the director of Institutional Planning and Assessment, the director of Freshmen, Retention and General Education Programs and all SMET department chairpersons. HIST BLACK COLLEGES AND UNIV HRD EHR Yarbrough, Earl Mohammad Moadab Virginia State University VA Victor A. Santiago Standard Grant 49700 1594 SMET 9178 0102620 June 1, 2001 Program for Excellence in Science, Mathematics, and Computer Technology (PESMaCT). This proposal is submitted to the National Science Foundation in response to the Historically Black Colleges and Universities Undergraduate Program (HBCU-UP). The purpose of this interdisciplinary proposal is to request funds to develop and implement Southern University at New Orleans's (SUNO) ``Program of Excellence in Science and Computer Technology (PESMaCT)''. The PESMaCT web address is www.suno.edu/cs/pesmact/. Studies have confirmed that the shortage of manpower in the science and technical workforce is particularly acute within the underrepresented minority population. Minorities make up only 14.5% of the present enrollment in graduate science and engineering programs, and 6% of the science and technical work force. Compared to the 28% minority representation in the population as a whole, there is an untapped minority resource for building the nation's scientific and technical workforce. The origin of this problem can be traced to inadequacies in science education in K-12 schools. It has also been documented that lack of achievement in science is due to shortcomings in present instructional methods which lack emphasis on gate-keeper and lab centered courses, hands-on training, and ineffective or non-collaborative efforts to utilize local universities resources and facilities. SUNO is proposing a solution to this problem through PESMaCT. The goals of this project are to: (1) increase the "pipeline" flow of minorities from high schools and junior colleges to science, mathematics, and computer technology (SMaCT) fields,(2) improve retention of minorities in SMaCT, and (3) improve the quality of graduating SMaCT majors. The overall objectives are to: (1)integrate technology into all gate-keeper courses, (2) double the current retention rate of 30%, (3) graduate 300 quality SMaCT majors within a 5 year period, and 4) get 15% to be accepted to graduate or professional schools. These goals and objectives can be achieved by: (1) engaging in aggressive recruitment, (2) implementing a strategic retention plan, (3) enhancing undergraduate curricula, 4) utilizing undergraduate research as a valuable teaching tool, and (5) establishing a collaborative and synergistic relation with Louis Stokes Louisiana Alliance for Minority Participation (LS-LAMP). The important catalysts for our plan are: (1) collaboration among departments in the College of Science at SUNO and (2) collaboration between SUNO and the New Orleans Public Schools (NOPS) which supply 74% our student population. Unlike other institutions in the city of New Orleans, SUNO is an open-admission institution serving about 4,000 students with majors in liberal arts, sciences, business and education. Also, the University has graduate programs in social work, criminal justice, computer information systems, and education. NOPS district serves about 84,000 urban students with 85% being African Americans. Compared to the rest of the state with 59.2 % poverty level, 88% of NOPS students come from families with incomes below the federal poverty level. PESMaCT is designed to improve the educational experience of minority students in science, mathematics, and computer technology from high school through college. Implementation of PESMaCT in high schools will motivate students to pursue degrees in careers of SMaCT fields. As a result, this will lead to an increase in the number of minority graduates and serve as a crucial pipeline in increasing the number of underrepresented minorities receiving graduate degrees and working in SMaCT fields. Beyond the funding period, PESMaCT will be sustained by support from the University, local industries/companies and funds acquired from other grants. PESMact will support the University strategic plan to: (1) increase opportunities for students' success, (2) ensure quality and accountability, and (3) enhance services to the community and state. Most importantly, the project outlined in this proposal will help PESMaCT to achieve the NSF HBCU-UP goal to enhance the quality of undergraduate science, mathematics, engineering and technology (SMET) at Historically Black Colleges and Universities as a means to broaden participation in the SMET workforce. In addition, PESMaCT will positively impact the largest urban public school system in the State of Louisiana. HIST BLACK COLLEGES AND UNIV HRD EHR Hardy, Henry Adnan Omar Carl Johnson Murty Kambhampati Joe Omojola Southern University New Orleans LA Marilyn J. Suiter Cooperative Agreement 2730321 1594 SMET 9178 7582 7204 1594 0000099 Other Applications NEC 0102676 June 15, 2001 HBCU-UP Planning Grant. A majority of entering students begin their college careers with inadequate mathematics background to pursue SMET careers. The purpose of the proposed planning program is to design a comprehensive program to overcome these entering deficiencies to improve the participation and performance of minority students in SMET disciplines. The overall goals of the planning program will be (a) to assess the strengths, weaknesses and needs of mathematics instruction as well as other gate-keeping courses in the SMET disciplines; and (b) to assess undergraduate student research needs and opportunities in SMET disciplines on and off campus. Assessment includes, student performances on many items such as the Sophomore Proficiency Examination, Major Area Examinations, Graduate and Professional School Entrance Examinations, success in advanced programs, presentations of research papers at professional conferences, professional publications, and the type of employment and advancement in ranks. Assessment of the quality of faculty members in the SMET disciplines will be done by a review of the credentials of faculty members as compared to the SMET faculty in other institutions and the standards set by accrediting bodies and performance portfolios. In assessing faculty development and recruitment needs, the ratio of instructor/students in mathematics and other SMET disciplines will be compared with other majors at Benedict, as well as with other similar institutions. Visitation to other institutions with SMET's curricula that have recently been reformed due to NSF effort, self-study or otherwise, will help Benedict to have a better assessment of the College's current SMET's curricula. This is also the case when selected staff members of the Task Force visit sites that they have recently reformed their SMET's curricula. The current and future technology needs for SMET courses, in general, and SMET majors, in particular, will be assessed. Consultants with expertise in SMET curricula will be used in the overall process of assessing the current curricula and potentially improving and/or redesigning them. It will be made certain that high-level decision-making administrators (President, his cabinet, and deans) review the comprehensive proposal and approve its contents before submission to NSF . An internal advisory committee, (Task Force), will help to guide the work and to assess the planing program. In particular, this committee will help assess and analyze data and plan/design the curriculum for the comprehensive program. It is anticipated that the proposed project will result in the development of a competitive proposal for submission to the National Science Foundation for funding through the HBCU-UP Program. The proposal will be based on an accurate assessment of current and future needs in the SMET programs at Benedict College. Results of these assessment activities will also provide information needed by the College to improve other areas that bear on the performance of students in the SMET disciplines. HIST BLACK COLLEGES AND UNIV HRD EHR Haghighi, Aliakbar Benedict College SC Victor A. Santiago Standard Grant 50000 1594 SMET 9178 0102722 June 1, 2001 SMET Research and Training Center. The University of the District of Columbia plans to establish a Science, Mathematics, Engineering and Technology (SMET) Research and Training Center to develop and implement strategies to teach and retain students in SMET courses. Specific objectives for organizing the Center are to: 1. Modify the content of entry level (gate-keeper) science, mathematics and engineering courses for undergraduate students to enable them to improve their performance and retention rates in these programs, to improve performances on graduate and professional school standardized tests,and increase their competitiveness for employment opportunities; 2. Develop procedures that will be used to improve science, mathematics, engineering, and technology capabilities of faculty and students by identifying and planning activities such as seminars, symposia, and workshops to expose them to current trends in the various disciplines; and 3. Obtain information on the current status of teaching and research facilities in the Biological and Environmental Sciences, Chemistry and Physics, Mathematics , and Engineering programs in order that a strategy can be developed to improve laboratory infrastructure which includes obtaining equipment and adequate space that will enhance faculty and undergraduate student research. The SMET Center is designed to improve the academic performance and increase student retention. Entry level (gate-keeper) science, mathematics and engineering courses in the SMET curricula will be revised to add a research component to the laboratory courses in order to emphasize reasoning skills and stimulate logical thinking. This activity is designed to develop a long-term dynamic curricula that can adapt to changing technologies. One hundred freshman students will be randomly selected to participate in the center. Fifty students will have declared majors in one of the SMET disciplines and 50 will be undeclared majors. The participants will be followed through graduation to determine the impact of the SMET Center activities on course attendance and completion rates, passing rates, research activities, grade point averages, graduation rates, enrollment in graduate and professional schools and employment. The Center administrators will consist of the principal investigator , two co-principal investigators and an administrative assistant. The administrators will plan and implement Center activities with the advice and support of the advisory committee. The principal investigator will have the primary responsibility of supervising all aspects of the program with the co-principal investigators assuming the day-to-day operations of the Center, such as, organizing, conducting and, implementing the activities. An advisory committee consisting of scientists and administrators (7), as well as, two consultants will complete the administrative core. All faculty in the SMET disciplines will be invited to participate in the center. They will participate in enrichment activities (research, workshops etc.), implemented by the Center. These activities are expected to produce energetic faculty, committed to teaching and research. They will utilize improved teaching techniques and computer technology to make courses interesting and stimulating. The status and availability of research and teaching facilities in the SMET disciplines at UDC will be assessed by consultants. The consultants (2), selected from UDC faculty, will inventory current equipment and available space in the University for teaching and research. Additionally, the consultants will provide information concerning available research facilities in government, industry, and research-intensive universities in Washington. HIST BLACK COLLEGES AND UNIV HRD EHR Clark, Vernon Freddie Dixon Jean Grant University of the District of Columbia DC Victor A. Santiago Standard Grant 49618 1594 SMET 9178 0102798 June 1, 2001 Strengthening Undergraduate Preparation in Science, Mathematics, Engineering, and Technology. Fort Valley State University (FVSU) has sustained the commitment to its mission and strategic plan of providing quality educational experiences for under represented minority group individuals (who constitute 93% of enrolled students), equipping them for productive and effective citizenry in an increasingly competitive society. A recent benchmarking, study conducted by the University System of Georgia, hailed FVSU as one of the top four institutions in the State with a competitive retention rate of 70% or better. Additionally, 88% or more of FVSU's biological sciencesgraduates are placed in medical or graduate school. We proposes to build upon this successful tradition of minority group retention and graduation from general baccalaureate degree programsby increasing more broadly the number of minority group graduates who pursue advanced studies in Science, Mathematics, Engineering, and Technology (SMET). Funding is requested to achieve the primary goals of increasing the number of minority students graduating with a major in Science, Mathematics, Engineering, and Technology (SMET) by 30%, and achieving a 10% increase over a five- year period in the number of SMET graduates pursuing master and doctoral degrees. There are three strategic initiatives being proposed to achieve these goals namely: i) enhancing the recruitment, and retention, of SMET major, ii) enhancing the infrastructure for providing technology if used and research-based SMET courses of instruction, and iii) providing career awareness opportunities in SMET field of study. These goals will be achieved via achievement of five interrelated objectives: 1) Enriching the academic preparation of students in SMET disciplines by focusing on developing course reform and enhancement, 2) Broadening and strengthening the research program for faculty development, 3) Strengthening the partnerships with academic institutions and industrial labs to enhance quality research experiences for students, 4 ) Infusing technology into teaching, research, and professional development, and 5) Enhancing critical transition activities to improve access and retention of undergraduate students. These objectives will be accomplished in different phases: revising gateway courses and improving the performance of students in SMET gate-keeping bottleneck courses via including research/lab exercises and providing students tutorial assistance. Faculty enrichment activities will improve their research skills, collaborative research will provide wide exposure to students to opportunities to become familiar with SMET programs. Providing `hands-on experience'' to students using the state-of-the art facilities and other enrichment activities will improve their skills, and motivate them to pursue graduate studies. Student participation will be promoted by financial assistance as work study/stipend, and by summer internships at major research institutions. Bridging initiative to address high school/ undergraduate-graduate- job market transitions in SMET fields will also be established. It is expected that this project will: 1) substantially increase the number of minority graduates in SMET disciplines and increase the proportion of those graduates who pursue advanced degrees in these disciplines through bridging and career awareness programs; 2) strengthen faculty expertise and capability to mentor students as researchers, and overall commitment to continued professional development as SMET scholars - a 10% increase in faculty research projects, publications, linkages, and grantsmanship will be attained; 3) promote gains in learning through the provision of a revised SMET curriculum which builds on increased faculty interactions with the incorporation of inquiry-based pedagogy; and 4) promote the greatest potential for student enrollment and success in SMET disciplines by enhancing the physical infrastructure (e.g., teaching/ research facilities) of the university. Dr. Sarwan Dhir, Assistant Professor, having strong project management experience will direct the program under the supervision of Dr. Josephine Davis, Vice President Academic Affairs. A Leadership Team of the Chairs of the SMET departments and an Advisory Committee of internal and external distinguished scientists will conduct an annual review of the program outcomes as well as formative evaluation as the program is developed. The results of this project will be disseminated widely in the professional community through presentations at regional and national/scientific meetings and publications in scientific journals. The general public will have access to the successful efforts of this project through FVSU web site. The commitment of Fort Valley State University is evidenced from the supporting letter from Dr. Oscar L. Prater, President, FVSU, and overall supervision of Vice President for Academic Affairs and participation of Dean's, on the Advisory Committee, release time for faculty, matching cost of the equipment, and allocation of physical facilities for the teaching and research laboratories and use of other facilities and resources. This project will advance the mission of the University through its provision of high quality degree programs that increase the participation of minority group graduates in higher education. HIST BLACK COLLEGES AND UNIV HRD EHR Lomotey, Kofi Sarwan Dhir Fort Valley State University GA Marilyn J. Suiter Cooperative Agreement 2494078 1594 SMET 9178 7204 1594 0102801 June 15, 2001 HBCU-UP Planning Grant. This planning grant proposal is written in response to the NSF 00-131 Program Solicitation for Historically Black Colleges and Universities Undergraduate Program (HBCU-UP). We believe that this planning grant will provide substantial assistance to Savannah State University (SSU) in conducting an assessment of science, mathematics, engineering and technology (SMET) education. Accordingly, Savannah State University will develop an institutional plan to enhance SMET education through curriculum improvement, faculty development, and infrastructure facility acquisition and utilization. This planning grant will not only significantly enhance the academic environment at SSU, it will also assist the institution in assessing its strong programs as well as those SMET disciplines, where SSU is not producing enough qualified graduates (with GPA 3.0 or higher) to enter graduate programs, be competitive and receive their Masters or Ph.D. degrees. Savannah State University is already assessing its programs and thus NSF support will complement our planning process to improve curricula and instructional programs in those disciplines that are not producing large enough numbers of well qualified graduates entering graduate school or the work force in SMET- related fields. This assessment period will end during the mid-semester in the Spring of 2001; planning will take place between March 2001 and August 2001. We anticipate receiving continued support from the NSF to plan the SMET improvement grant proposal. HIST BLACK COLLEGES AND UNIV HRD EHR Silver, Joseph Pravin Raut Obi Emeh Olarongbe Olubajo Ijaz Awan Suversha Gupta Savannah State University GA Victor A. Santiago Standard Grant 49804 1594 SMET 9178 0102812 June 1, 2001 Enabling Tomorrow's Research Scientists. Tougaloo College seeks to increase the number of majors in science, math, and computer science who ar successful in their courses, who complete undergraduate studies with honors, and who attend graduate school in the sciences and technology. The college has an excellent track record for placing students in medical and health professional schools, and has also recently been cited as among the top five undergraduate sources of African-American doctorates. The program has three strategies. The first is to improve student success in introductory courses in biology, chemistry and mathematics. To our tutorial drop-in center we are adding three people (two supported by this grant) to provide weekly supplemental instruction sessions for the first two years of of instruction in these disciplines. In addition test practice sessions will be held to familiarize students with standardized test questions from examinations such as the Graduate Record Examination and the Medical College Admissions Test. We will also build the enrollment in our physics, pre-engineering, and computer science programs. We will sponsor a six-week summer program to introduce students to both fields, along with reading and English skills. We will offer a number of scholarships to talented students in computer science or physics who maintain a 3.3 science GPA. Finally we plan to stimulate interest in science and in graduate school by supporting research as an integral part of of the life of both faculty and student scientists. Contrary to its past tradition, the college will provide time for older faculty and new faculty to set up a viable on-campus research program, through either released time or sabbatical leaves. This program will continue to be supported by the College after the grant, as faculty acquire outside funding. These initiatives will provide a rich, stimulating environment for students which will provide a unique window on the reasons why people become scientists. 1 HIST BLACK COLLEGES AND UNIV HRD EHR Turay, Abdul Richard McGinnis Linden Haynes Tougaloo College MS Marilyn J. Suiter Cooperative Agreement 2496692 1594 SMET 9178 7582 7204 0000099 Other Applications NEC 0102828 June 1, 2001 Teams Enhancing Access for Minorities in Science (TEAMS). Nationwide statistics show marked under-representation of minority students attending graduate schools or pursuing careers in the areas of Science, Engineering, and Mathematics (SEM). HBCU's are in the most ideal situation to provide solutions to this problem. Universities like Kentucky State University must make every effort to recruit, retain, and graduate minoritySEM students and subsequently enable them to attend graduate school. Unfortunately, enrollmentin SEM disciplines is declining rather than growing. Therefore, Kentucky State University is submitting a proposal to the NSF HBCU-UP initiative designed to increase enrollment of minoritystudents in SEM areas and enhance their preparedness for graduate school success. Teams Enhancing Access for Minorities in Science (TEAMS) is a comprehensive program designed to prepare young minority students for entry into careers in Science, Engineering, and Mathematics (SEM) fields. The first phase of the program is a summer Undergraduate Bridge Program for rising high school seniors and graduates. Once students matriculate at Kentucky State University, they will proceed as TEAMS through several phases of their undergraduate academic program culminating with an intensive Graduate Bridge Program in preparation for graduate school. The overall goal of TEAMS is to increase the number of qualified minority students entering graduate schools in Science, Engineering, and Mathematics and to provide them with academic experiences and research opportunities which will increase their participation in graduate schools and their degree of successful completion of graduate endeavors. The benefits of the TEAMS Program will include: - Providing a conduit that will facilitate the entry of high potential minority high school students into Kentucky State University through an Undergraduate Bridge Program that will support andprepare high school students to reach above average achievement in undergraduate studies in SEM courses. -Providing students with a curriculum that will challenge them in a manner that is appropriate for developing the content and skills in subject areas pertinent to graduatestudies in SEM. -Establishing Excel Study/Research Teams that will prepare students in content, problem-solving skills, and cooperative and investigative approaches to learning. -Establishing a Graduate Bridge Program that will promote readiness for and an awareness of the expectations of graduate studies by providing students with first hand experiences in various aspects of research. -Providing faculty development activities, such as workshops, seminars, institutes, and conferences on innovative teaching strategies, including inquiry-based teaching and learning, collaborative learning, and interdisciplinary approaches. HIST BLACK COLLEGES AND UNIV HRD EHR Mania, Robert Kentucky State University KY Marilyn J. Suiter Cooperative Agreement 2429792 1594 SMET 9178 1594 0000099 Other Applications NEC 0102835 June 15, 2001 Transforming Science Mathematics Engineering and Technology (TranSMET). Morris Brown College requests as Planning Grant of $50,000 form the National Science Foundation to support TranSMET -Phase I, a period of academic self-assessment, understanding, and planning around those issues of infrastructure, faculty and student preparedness that pose barriers to desired student outcomes in the science, math, engineering, and technology disciplines. The 10 month planning phase is designed to culminate in 1) a comprehensive five-year proposal that will catalyze the pedagogical reformation of Morris Brown College by 2) conducting a thorough analysis of the College's SMET infrastructure and programs and to develop a realistic and workable plan for implementing changes; and 3 ) developing a process of consistent assessment and evaluation of SMET programs. With the formation of TranSMET Morris Brown College plans to design a series of three retreats (meetings and workshops). Phase I of the project will culminate in a complete analysis of its current SMET infrastructure, the formation of a permanent assessment and evaluation process for all present and future SMET programs, and fmally the development of a comprehensive multi-year proposal to increase minority participation in the SMET "knowledge workforce." HIST BLACK COLLEGES AND UNIV HRD EHR Venerable, Grant Milford Greene Morris Brown College GA Victor A. Santiago Standard Grant 50000 1594 SMET 9178 0102874 June 1, 2001 TSU College of Science and Technology Enhancement Program (STEP). Texas Southern University (TSU) proposes a Science and Technology Enhancement Program (STEP) One-Year Planning Grant to the NSF Historically Black College and University Undergraduate Program (HBCU UP). The objective is to increase the recruitment, retention and graduation rates of students in undergraduate programs in science, mathematics, engineering and technology (SMET) areas through quality enhancements of teaching and student learning at the University. The TSU STEP will achieve this overall objective through four (4) programmatic thrusts: Student recruitment and retention for academic success, Faculty development in teaching and scholarly achievements, Curricular reforms through use of technology, and Assessment and evaluation for sustainability beyond NSF funding. These programmatic thrusts will have measurable goals and timelines to achieve the overall objectives of the TSU STEP. During this one-year planning period the TSU STEP will develop a comprehensive recruitment and retention plan for science and technology. Industry will become an integral part of the S&T programs trough establishing a Corporate and Professional Advisory Committee for the College of Science and Technology and a discipline specific one for each department. Comprehensive plans to assist faculty teaching with technology and enhancing their research capacity will be developed. Each undergraduate academic program will recommend improvements in their curriculum to enhance the quality of the education. An assessment and evaluation plan will be developed such that the TSU STEP will be sustainable after NSF funding has expired. HIST BLACK COLLEGES AND UNIV HRD EHR Davis, Daniel Texas Southern University TX Victor A. Santiago Standard Grant 49997 1594 SMET 9178 0102892 June 1, 2001 The Living and Learning Science Retention Program(LALSRP). The Living and Learning Science Retention Program (LALSRP) at Saint Augustine's College is designed to facilitate entry into the junior year by providing a support system for entering freshmen and sophomore science, mathematics and computer science (SMC) majors. A comprehensive approach to provide a support system will be accomplished by implementing the following objectives: 1. To revise and update curriculum to incorporate cooperative learning which will enhance study skills and generate independent learners; 2. To provide participants with intramural research experiences which will increase their analytical reasoning skills and provide hands-on laboratory experiences; 3. To build students' confidence so that they can successfully pursue an undergraduate degree in science and technology by providing positive role models, mentors and a strong academic support system; 4. To assist participants in the understanding of the process involved in pursuing a degree in science and technology by offering seminars, workshops and field trips; and 5. To enhance and develop faculty participants by providing research and curriculum development opportunities. In order to accomplish the stated objectives, the program will consist of five components: (1) Curriculum Enrichment which will include a Pre-freshman Summer Bridge Program, Enrichment Center and a Village of Science and Technology (VOSAT); (2) Undergraduate Research Experience; (3) Seminars and Workshops; (4) Scholarships and (5) Faculty Development. This program will enhance the living and learning community on the campus of Saint Augustine's College. It will serve as a model that can be replicated across the campus and can also be applied to other disciplines. It is anticipated that by the end of the 5-year funding period, the number of SMC graduates at Saint Augustine's College will increase 2 fold. In five years the campus will have an established infrastructure to support the transition of freshmen into the junior year. The dormitory VOSAT in particular, will stimulate scientific and technological discussions among majors and nonmajors on the campus. This proposed Living and Learning Science Retention Program will support 30-50 students each year and impact approximately 1,400 undergraduate students who reside on the campus of Saint Augustine's College. This program will serve as a model that can be replicated on any campus that has a minority based population. HIST BLACK COLLEGES AND UNIV HRD EHR Luckes, Kim Gloria Early Payne Saint Augustine's College NC Marilyn J. Suiter Cooperative Agreement 2573421 1594 SMET 9178 1594 0000099 Other Applications NEC 0103501 June 1, 2001 Creating Windows of Opportunity for Success in the SMET Areas. Jarvis Christian College, ``the college with the personal touch and where dreams come true,'' proposes an aggressive and comprehensive model Historically Black College and Universities Undergraduate Program (HBCU-UP), engaging a community of academic partners working together to significantly increase minority participation and access to science careers. The Program goal is to develop, implement, evaluate and institutionalize a program that will achieve and sustain a high quality and competitive science, mathematics, engineering and technology (SMET) education program. The comprehensive program proposed for Jarvis emphasizes the following four elements: Pre-College Outreach Programs; Undergraduate Student Scholars; Faculty Development Opportunities; and Curriculum, Equipment and Laboratory Development. The specific objectives are: (1) to implement a summer enhancement and skills development summer workshop for rising high school students who have demonstrated an interest and aptitude in the science areas that will ensure that 80% of the participants will complete the twelfth grade and enroll in college as a SMET major; (2) to implement a summer ``bridge'' program for students entering Jarvis in the Fall that will impact 90% success rate during the first year; (3) to develop an implement a Scholars program customized to achieve 90% undergraduate retention and graduation rates and result in at least 70% enrollment in graduate or professional SMET programs; (4)to develop and implement a comprehensive faculty development program, develop new curricular offerings and expand existing courses for improvement and (5) to increase diversity and the number of SMET majors by 20% annually. All proposed activities support the mission of the National Science Foundation, ``to provide access to quality science education for all students'', and the mission of Jarvis Christian College, ``to provide a quality education to increase the competitiveness of its students in post-baccalaureate efforts.'' The extensive evaluation process and the involvement of the total college community and the community partners will insure its success. This proposed Jarvis Program represents the model for ``Creating Windows of Opportunity for Success in the SMET areas.'' HIST BLACK COLLEGES AND UNIV HRD EHR Jones, Johnnye Glendora Carter Syed Muniruzzaman Jarvis Christian College TX Marilyn J. Suiter Cooperative Agreement 2507411 1594 SMET 9178 0110595 October 1, 2001 Louis Stokes Alliances for Minority Participation (LSAMP): Alabama Louis Stokes Alliances for Minority Participation Phase III. The underrepresentation of minorities in the science, mathematics, engineering, and technology workforce is still a national problem, ten years after the National Science Foundation (NFS) initiated the Louis Stokes Alliances for Minority Participation (LSAMP) Program. By all accounts great progress has been made, but not enough to turn the problem around. As one of the six oldest National Science Foundation (NSF) Alliances in the nation, Alabama has been in the forefront of efforts to increase the quantity and the quality of underrepresented minorities receiving baccalaureate degrees in science, mathematics, engineering, and technology (SMET) fields. Many of the Alabama Alliance's programs have been replicated by other alliances. The Alabama Louis Stokes Alliance for Minority Participation (ALSAMP) began in 1991 with a baseline of 431 minority SEM undergraduate degrees and reached a peak of 979 in 1999, a 127% increase. The baseline minority SEM enrollment for ALSAMP is 3,301. The minority SEM enrollment for the 1999-2000 academic year is 5,876, a 78% increase. These are indicators of success for ALSAMP Phase I and Phase II. The ALSAMP Phase III proposal is designed to a) sustain the B.S. Degree production levels and student retention rates specified as Phase II goals and b) define a baseline level of and commitment to a significant increase in the number of previous, current, and future baccalaureate recipients entering either a SMET graduate program or a graduate program in teacher education. Thus, the project approach for LSAMP will involve sustaining and institutionalizing current LSAMP Phase II activities and the implementation of new LSAMP Phase III activities as given below. Programs to be Sustained and Institutionalized New LSAMP Phase III Programs LSAMP Summer Bridge Program GRE Preparation for All Students LSAMP Scholars Program Undergraduate Research for All Students Summer Research Internship Program GRE Required for All LSAMP Students LSAMP Graduate Bridge Program SEM Student Mentoring Program Increase Number of SMET Students Entering Graduate School through Tracking Effort Drop-In Centers/Cooperative Learning Intensify Recruitment of Technology Students Summer Research Conference Increase Collaboration with Other Programs Publication of The National LSAMP Magazine National LSAMP Publication in Phase III Budget The major portion of the Phase III budget will support these new programs. Consequently, the Phase II programs will be sustained by cost sharing from participating institutions, support from private sources, and institutionalization. During the next five years, LSAMP will define a baseline level of and commit to a significant increase in the number of baccalaureate degree recipients entering either a SMET graduate program or a graduate program in teacher education. This effort will involve preparing students for success in graduate school and placement in a graduate school of choice. Students will be tracked through graduate school by means of the LSAMP Success Link Program and a graduate student database will be maintained by the Alliance. Collaboration with other NSF programs will be increased substantially, particularly with the NSF Alliances for Graduate Education and the Professoriate Program and the NSF Urban Systemic Program. Program activities will be disseminated through the publication of the National LSAMP Magazine and a full-time program evaluator will be appointed to oversee assessment and evaluation activities. ALLIANCES-MINORITY PARTICIPAT. HRD EHR Dale, Louis Mary Braswell University of Alabama at Birmingham AL Dr. A. James Hicks Cooperative Agreement 5194516 9133 SMET 9178 9133 7204 0000099 Other Applications NEC 0114472 August 1, 2001 Program for Gender Equity in Science, Mathematics, Engineering and Technology (PGE): DIS: On the Air with Gender Equity. This project seeks to impact K-8 grade girls by disseminating information on gender equity issues, barriers, possibilities and role models, via radio to a national audience. Through radio WAMC will develop a weekly segment and 4 regional call-in shows for national distribution that will inform, enlighten, engage, and inspire listeners on the issues and possibilities of gender equity in the sciences for K-8 grade girls. This model will be shared nationally so that it can be replicated. WAMC will create, produce, air and distribute the weekly segments and call-in shows regionally through WAMC's 10 station-network, nationally and globally via Public Radio and ABC satellites, the Internet, mailings of CDs and the Armed Forces Radio. The Gender Equity segments will be incorporated into WAMC's award-winning radio programs "51Percent," their show concerning women's issues, and WAMC's current call-in program "Vox Pop." This project is a collaboration with an Advisory Board of professional women, nationally known for their involvement with gender equity, and The Capital Area School Development Association, a study council affiliated with the School of Education at The University at Albany, SUNY, which serves as a cooperative planning and development unit through which affiliated schools and educational agencies may more effectively define and fulfill their purposes and functions in serving the educational needs of their communities. Both will assist in evaluation of the program and the Advisory Board will give input for program content. This project has the potential of reaching more than 300,000 listeners per month in WAMC's regional area alone. Additionally, "51Percent" is heard on over 125 radio stations nationally via satellite to affiliates of the ABC Radio Networks, via satellite to stations able to access the Public Radio Satellite, and on Compact Disc to stations that are not interconnected. Additionally, the program airs worldwide via the Armed Forces Radio to 133 countries, and online via the Internet through www.wamc.org, the WAMC web site and www.ThePublicRadioStation.com, WAMC's model non-broadcast public radio style program stream. RES ON GENDER IN SCI & ENGINE HRD EHR Darcy, Mary WAMC Northeast Public Radio NY Margrete S. Klein Standard Grant 92260 1544 SMET 9177 0114516 August 1, 2001 PGE: PLN Girls' Career-Relevant Interests in Science, Mathematics, Engineering, and Technology: Examining Outcome Expectations, Perceived Barriers, and Perceived Supports. The purpose of this research is to increase our understanding of the early career development of girls as they form opinions, develop belief structures, and make decisions about career options in science, mathematics, engineering, and/or technology careers by expanding our theoretical framework and empirical base to include a more direct focus on the influence of outcome expectations, perceived barriers, and perceived support. The need to conduct inquiry into the role of outcome beliefs in the development, stability, and change in career interests, and to examine contextual factors that impact the eventual entry of young girls and women into the pipeline toward pursuing scientific and technical careers provides the framework for the research. This planning grant involves the recruitment and commitment of several collaborating researchers, research institutions, and school systems. Collaborative researchers will provide the expertise across the disciplines of counseling, educational psychology , and science. Collaboration across institutions will provide the opportunity for multiple sites to bring existing resources to bear on the problem and allow for research across widely varying demographics and locations. Multiple school systems will contribute to the opportunity to generalize to populations of rural, suburban, and urban youth, as well as varying socioeconomic groups. The planning year will include the identification of a sufficiently large and diverse sample of girls, and the design and pilot testing of both qualitative and quantitative instrumentation. This study will use a multimethod approach to examine the outcome expectations and perceived barriers and supports ofgirls, ages 10-14, the impact of these expectations on career-related interests, and, if funded through a future grant, the development of these interestS and outcome expectations over time. Focus groups will be used to identify factors to be used in the development of items for several Q-sorts and to be incorporated into assessment tools. Quantitative instruments that will measure the constructs of interest will be designed, when necessary , revised when appropriate, and then pilot tested with middle school youth. RES ON GENDER IN SCI & ENGINE HRD EHR Shoffner, Marie Carolyn Callahan Deborah Newsome University of North Carolina Greensboro NC Margrete S. Klein Standard Grant 29665 1544 SMET 9177 0114586 November 1, 2001 LSAMP: Puerto Rico-Louis Stokes Alliance for Minority Participation, Phase III: Constructing Permanent Pathways to Graduate Studies. The Puerto Rico Louis Stokes Alliance for Minority Participation (PR-LSAMP) is an alliance of the Resource Center for Science and Engineering of the University of Puerto Rico, the University of Puerto Rico System, the Inter American University System, Pontifical Catholic University of Puerto Rico, and Polytechnic University of Puerto Rico. During the academic year 1999-00, these institutions had a SMET enrollment of 27,441, or 90% of the SMET undergraduate population on the Island. Ninety-nine percent of the student population is Hispanic and 80% are low-income students. The goal of the PR-LSAMP is to increase the quantity and quality of minority college students who successfully complete a BS/BE degree and enter and complete a graduate degree in a SMET field. During Phase I and II (1991-92 to 1999-00), PR-LSAMP institutions awarded 21,878 BS degrees in SMET, with a 62% annual increment from baseline year, from 1,709 annual degrees in 1991 to 2,771 in 1999-2000. This was achieved following a two-prong approach: (1) increasing enrollment in SMET disciplines, and (2) improving retention and graduation rates by implementing a series of strategies to improve the effectiveness and efficiency of SMET programs. In Phase III, PR-LSAMP will build upon these achievements to: (1) further increase the SMET production curve from 2,771 to 3,600, which more than doubles the Phase I baseline figure of 1,709; (2) increase to 50% the percent of BS SMET graduates from UPR institutions who enter graduate school, and to 25% for those graduating from the private institutions, and (3) increase the number of BS graduates from PR-LSAMP institutions that complete a PhD degree in SMET, either locally or nationally, from 239 to 300 by the end of year 5. During Phase I and Phase II the core of PR-LSAMP was the revision of the SMET curriculum to emphasize for depth of understanding with a "less is more approach", to promote active learning based on inquiry and the use of interactive demonstrations, to incorporate technology to the learning process, and the development of broad-based mathematics skills. Teaching strategies such as cooperative learning and the development of Study/Learning Skills within the Context of a Course were also implemented across SMET disciplines. Jointly with this curriculum revision, PR-LSAMP offered undergraduate SMET students mentoring and research opportunities to increase their motivation to remain in SMET careers and enhance their qualification for pursuing graduate studies. During Phase I and II a total of 2,363 research stipends were awarded, for an average of 262 stipends per year. As a result of these sustained efforts, the Index of Course Efficiency (the average number of times students have to take a SMET course to satisfactorily pass it), was reduced from an average of 2.5 to 1.7. The average graduation rate at UPR institutions increased from 48% to 62% in science, while the average graduation rate for engineering at UPR increased from 53% to 81%. At private institutions the average graduation rate increased to 49%. Also the weighted average for satisfactory grades in science and mathematics courses increased from 47.5% to 59.3%. In the case of Engineering courses, the weighted average increased from 74% to 83%. For Phase III PR-LSAMP proposes the following additional strategies to complete the construction of permanent pathways to graduate studies in SMET: 1) the development of interactive web-based learning to master hard to teach concepts in science and mathematics; (2) the development of electronic modules to expand the interdisciplinary capabilities of undergraduate SMET students to further enhance their preparation for graduate studies; 3) the scaling-up of the teaching/learning strategies that have proven successful in improving student performance in SMET courses, through ongoing academic and technical assistance to faculty and an Annual Best Practices Conference; and 4) the development of Information Technology skills in SMET students so they are capable of making effective and more critical use of accurate and valid information in their professional lives. To increase the number of students pursuing undergraduate degrees in SMET, PR-LSAMP will develop a Pre-College to College Bridging Component that will induct students into research experiences, and to further enhance the number of students entering graduate school and completing a PhD in SMET, PR-LSAMP will expand its research and mentoring program to provide a larger number of students with key skills and guidance to improve their preparation and motivation for graduate studies, in coordination with the Alliance for Graduate Education and the Professoriate (AGEP) Program. The results of the project will be disseminated widely in the professional community through presentations at regional and national scientific meetings. Curricular materials developed will be available to other institutions through CD format and the WWW. The general public will have access to updated information on the PR-LSAMP through its website. ALLIANCES-MINORITY PARTICIPAT. HRD EHR Gomez, Manuel Ana Pinero University of Puerto Rico PR Dr. A. James Hicks Cooperative Agreement 5419071 9133 SMET 9178 9133 7204 0114649 August 1, 2001 Program for Gender Equity in Science, Mathematics, Engineering and Technology (PGE): Girls for Planet Earth (DEM). The Wildlife Conservation Society/Bronx Zoo seeks NSF funding to develop an exciting new three-year program designed to engage girls and young women in science. Operated with the Girl Scouts of the USA, the National 4-H Council, the Boys and Girls Clubs of America, Girls Inc., and the Children's Aid Society, the program will reach thousands of girls across the U.S. over the grant period and thousands more thereafter. The WCS is uniquely qualified to run this program, having on its staff many women science professionals who are national and international leaders in their fields, and having conducted a number of pioneering programs for young women in the recent past. The 36-month program will consist of: - An Annual Earth Summit that will introduce 80 girls ages 14-17 to environmental science, including key environmental issues in regions across the U.S., as well as to careers and women role models in environmental science. (The girls will attend the Summit in teams of two or three.) -A series of service-learning projects through which the Earth Summit participants will be strongly encouraged to apply what they have learned in a community-based project that combines knowledge, service and reflection. -A program of technical assistance, through which the participants will be provided with ongoing assistance that will enable them to more effectively plan and implement their service- learning projects; and - A ``Virtual Club House,'' through which the girls will be able to communicate with each other and WCS staff about the program and environmental issues. The clubhouse will also showcase projects that the Earth Summit participants will conduct and explain how other young people might undertake similar community outreach and research projects. The proposed program represents a unique means of increasing the participation of girls and young women in science. It will capitalize on the enthusiasm young people have for animals, nature, and for visiting informal science centers, such as the Bronx Zoo, to excite girls and young women about science learning. The program will also seek to increase involvement through a focus on ecology and environmental science, subjects that are of immediate relevance to students. With their world being increasingly altered by human activity, what happens to the environment is of tremendous importance to the daily lives of girls and young women today and will become even more so in the future. By focusing on content that is immediately relevant, we believe the program will significantly increase participant involvement. The program will build on a hugely successful Wildlife Science Careers Program that the Wildlife Conservation Society has been undertaking over the past three years in conjunction with the Girl Scout Council of Greater New York. This extremely popular program has involved 315 eighth- and ninth-grade Girl Scouts and trained many of them to introduce thousands of younger Girl Scouts in New York City to career opportunities in science. The new program will allow the WCS to reach girls across the U.S., to involve girls in science projects that will be of benefit to local communities, and to broaden the emphasis of the Wildlife Science Careers Program from science careers to a more general focus on environmental science and local environmental issues. RES ON GENDER IN SCI & ENGINE HRD EHR Berkovits, Annette Wildlife Conservation Society NY Jolene K. Jesse Continuing grant 601461 1544 SMET 9177 0114669 June 1, 2001 Program for Gender Equity in Science, Mathematics, Engineering and Technology (PGE): Girls Re-designing and Excelling in Advanced Technology (GREAT!). The Miami Museum of Science proposes to design and implement an innovative model program to increase the confidence, interest and preparedness of girls to pursue academic and employment opportunities related to high end careers in the field of information technology (IT). Titled GREAT! (Girls Redesigning and Excelling in Advanced Technology), the project will build on the body of research related to girls and IT to develop and model effective methodologies for engaging girls as designers - - as opposed to simply users -- of IT applications. The overall goal of GREAT! is to raise interest and skills in advanced technology applications among middle school girls, particularly girls of color, resulting in increased representation of females in academic programs and employment opportunities leading to high end IT careers. Specific objectives of GREAT! are to build girls' confidence and expertise with advanced technology applications; to engage them in the use of advanced technology to solve real world problems; to strengthen girls' communication and presentation skills; to contribute to and inform the field through a comprehensive evaluation of project outcomes, and to disseminate project methodologies and findings among informal science education institutions and other interested parties. The Museum will collaborate with Miami Dade County Public School's Urban Systemic Program to recruit 40 middle school girls each year, for a total of 120 girls over the duration of the project. Over the course of a two year period, participants will assume the roles of IT designers, acquiring progressively complex technology skills culminating in the creation of a fully interactive 3 D virtual Museum exhibit experience. Girls will begin by participating in a 12 week Saturday Technology Workshop which will take place over the course of the academic year. Following completion of the Technology Workshop series, girls will take part in a 4 week intensive summer Design Studio in which they will use state of the art virtual reality (VR) technology to create a VR production showcasing an invention of their own design. Girls will work in teams of four, with each team assigned a mentor (a female college student majoring in computer technology or a related field) who will provide technical guidance and serve as a role model. Upon completing their productions, girls will strengthen their presentation skills and increase self esteem and self confidence through Family Night presentations and by exhibiting and interpreting their work to visitors in the Museum galleries for a one month period during the subsequent academic year. The Museum will contract with VR Visions and the Center for Children and Technology to provide design support. Kathleen Tyner of Media Analysis & Practice will serve as the project's external evaluator, responsible for formative and summative evaluation of project activities. RES ON GENDER IN SCI & ENGINE HRD EHR Brown, Judy Miami Museum of Science Inc FL Ruta Sevo Continuing grant 899960 1544 SMET 9177 0114680 June 15, 2001 Program for Gender Equity in Science, Mathematics, Engineering and Technology (PGE): Reengineering Operation SMART. Girls Incorporated seeks a planning grant of $30,000 from the National Science Foundation's Program in Gender Equity to develop a plan and proposal to reengineer our Operation SMART program. With the proposed grant, Girls Inc. will compile and assess the research, technology, and our own experience relative to girls and science, math, engineering, and technology. We will then convene a meeting of experts to discuss this body of knowledge and help map out are engineered program design and demonstration plan for Operation SMART. This will enable us to provide an informed, relevant, accessible, and exciting new program to capture and retain the interest of a new generation of girls in the areas of science, math, engineering, and technology. RES ON GENDER IN SCI & ENGINE HRD EHR Martinez, Joe Heather Johnston Nicholson Janet Stanton Girls Incorporated NY Margrete S. Klein Standard Grant 30002 1544 SMET 9177 0114683 September 1, 2001 Program for Gender Equity in Science, Mathematics, Engineering and Technology (PGE): DEM-Girls Exploring Mathematics through Social Sciences (GEMS). This demonstration project grows out of planning grant activity, which designed a multi-level approach to adapting a successful, intensice two-week summer program to reach a broader audience of urban girls. The present project (GEMS, or Girls Explore Mathematics through Social Science) encompasses an integrated set of three programs designed to strengthen middle-school girls' interest, competence and confidence in mathematics and mathematics-related activities through engaging them in social science research on adolescents. All three progams offer a curriculum that is attractive to middle-school girls, and that encourages their interest in mathematics, science and technology through their pre-existing interest in social issues. All three programs enhance girls' technical skills and itnerests by building on their preference for collaboration and connection; and all three encourage contact with older, relevant model-mentors. The project includes a 10 week, Saturday morning version of the program (GO-GIRL or Gaining Options: Girls Investigate Real Life) that can be offered to urban girls, but retains the key features of high interest, hands-on experience, collaboration, and intergenerational mentoring; and a web based version of the program (SMART-GIRL or Surveys Mathematics and Research Technology: Girls Investigate Real Life) that expands the capacity of a popular existing website to teah girls how to gather and analyze survey data online. At both the University of Michigan and Wayne State University, this project will provide opportunities for the pre-service teachers of mathematics and social studies who are also students, to observe, train, and teach girls on a small scale. The project will yield an economical version of the GEMS curriculum that is usable in urban settings, a teacher professional development program that is exportable to other institutions, as well as appropriate support materials to enable others to implement this curriculum in other cities. RES ON GENDER IN SCI & ENGINE HRD EHR Reid, Pamela Abigail Stewart University of Michigan Ann Arbor MI Jolene K. Jesse Continuing grant 942756 1544 SMET 9178 9177 0114712 November 1, 2001 Louis Stokes Alliances for Minority Participation (LSAMO): Phase III: Western Alliance to Expand Student Opportunities. Phase III Western Alliance to Expand Student Opportunities (WAESO) LSAMP proposes to (1) institutionalize its highly successful LSAMP Phase II activities, (2) double once again the degree rate from our current baseline to achieve 2,260 underrepresented minority science, mathematics, engineering, andtechnology (SMET) BS degrees in the year 2006, and (3) expand and link LSAMP graduates and Phase III LSAMP participating underrepresented minority SMET undergraduate students to our MGE@MSA AGEP and other AGEPs with high technology products that will help our students and graduates both in our service region and nationally. The Phase III WAESO LSAMP is the undergraduate component of a comprehensive, concerted, sequenced effort that helps students beginning in secondary school throughundergraduate, graduate school, and beyond, including the transition of college sophomores, juniors, and seniors toward graduate school and the development of high technology products with application or dissemination both regionally and nationally. Although, our LSAMP NSF funds will focus solely on undergraduate students, we will use non-NSF funds to support thousands of pre-college students and use both NSF AGEP and non-NSF funds to help hundreds of graduate students and graduates of Ph.D. or Master level programs beginning in the 7th grade and going through the doctorate and even beyond to faculty status or careers in the corporate or government sectors. Some of the unique and highly effective features of our Phase II LSAMP that will be institutionalized in Phase III WAESO lie within the sequence and integration of the various levels of the project. For example, (1) Integrating pre-college and graduate study with our core undergraduate project in a coherent and effective way; (2) Giving scientists, specifically faculty members who are currently working with students in classrooms and laboratories and who review and rank projects which in turn also come from the field and need to compete for funds, primary control over project activities and the allocation of funds, including the flexibility to make mid-course corrections in the funding of deserving (or undeserving) projects, through their participation in the operational committees; (3) Using high-technology to produce and distribute underrepresented minority-focused SMET materials as well as to coordinate project components over great distances through the use of DVDs, CD-ROMs, the Internet, and the World Wide Web; and (4) Developing and maintain special programmatic initiatives directed toward each of our participating student populations, including American Indians. Thanks to strong long-term institutional support, we have the ability to not only meet the basic LSAMP cost-sharing requirements but, even more importantly, to meet the institutionalization costs of the new, third phase of the LSAMP program. Based on the successes of Phase I in doubling the number of graduates per year of our target population and being above a similar doubling goal in Phase II, we propose to take on the formidable task of achieving B.S. degree rates reflective of the substantial underrepresented minority population of our region which is 25.8% American Indian, African American, and Hispanic. Thus, our long-term numerical goal in the year 2011 of 2,858 SMET B.S. degrees awarded to American Indian, African American, and Hispanics as accomplishing parity with our regional population of these Americans. For the purposes of Phase III, we are establishing a goal of doubling the degree rate once again from our current baseline to achieve 2,260 degrees in the year 2006, which is well on the way to achieving parity. ALLIANCES-MINORITY PARTICIPAT. HRD EHR Garcia, Antonio Milton Glick Albert McHenry Alfredo de los Santos Gary Keller Arizona State University AZ Dr. A. James Hicks Cooperative Agreement 5244000 9133 SMET 9178 9133 0000099 Other Applications NEC 0114723 September 1, 2001 Program for Gender Equity in Science, Mathematics, Engineering and Technology (PGE): DEM:Women on the Prairie: Bringing Girls into Science through Environmental Stewardship. This demonstration project, a collaborative network of faculty, public school teachers and counselors, and professionals in both private sector/non-profit organizations will deliver and evaluate activities designed to bolster and reinforce the interest of middle-school girls in SMET disciplines and careers. These activities are based on research showing that access to role models, career information, and hands-on activities have beneficial effects. A hands-on summer workshop, industrial site tours, classroom activities, visits with women scientists and engineers, activities developed in conjunction with commercial and service organizations, and a web site characterize the intervention for the 6th and 7th grade girls who participate. Furthermore, in response to research showing that professional development for teachers, interactions between teachers and scientists, and implementation of methods to address diversity and gender equity issues are of paramount importance in creating more gender equitable classrooms, middle-school and high-school teacher in science and mathematics will be invited to partner with University faculty in developing the summer workshop activities. In addition, they will be invited to participate in a graduate-level course on gender equity in science and mathematics education and conduct action research projects that can be shared within the collaborative network. Finally, packets with information on both various SMET careers and on women who are currently employed in these fields, will be distributed to school counselors, the parents of girls in Girl Scout troops, and the parents of those girls who participate in the project activities. Summative evaluation will focus on the comparison of SMET course-taking patterns and course grades of participants in the project activities compared to a matched sample of girls who did not participate. RES ON GENDER IN SCI & ENGINE HRD EHR Montelone, Beth Jacqueline Spears Ruth Dyer Kimberly Douglas-Mankin Lisa Freeman Kansas State University KS Jolene K. Jesse Continuing grant 875343 1544 SMET 9177 0114741 June 15, 2001 Program for Gender Equity in Science, Mathematics, Engineering and Technology (PGE): Dis: Science, Gender and After School: Creating a Research/Action Agenda. Program for Gender Equity in Science, Mathematics, Engineering and Technology (PGE): Dis: Science, Gender and After School: Creating a Research/Action Agenda Educational Equity Concepts, Inc. (EEC), in collaboration with the Directorate for Human Resources and Education at the American Association for the Advancement of Science (AAAS), and the Academy for Educational Development (AED) requests $100,000 over 18 months from the National Science Foundation Program for Gender Equity for a dissemination project to create a research/action agenda around SMET programming for girls in the informal, out-of-school learning arena. The overall goal of the project is to use after-school programming as a vehicle to both engage and sustain girls= interest in pursuing education and careers in SMET. Specific objectives are to: (1) bring together a multi-disciplinary group of researchers and practitioners in a working conference setting; (2) develop a research/action agenda; (3) develop an action plan to carry out the agenda; and (4) disseminate the conference proceedings to researchers, practitioners, gender equity activists, policy-makers, and funders who are involved in informal and SMET education. Research focusing on girls at this juncture is critical because although there are a growing number of SMET programs, we do not know which programs are effective and which are not, especially with regard to engaging and supporting girls interest in SMET. The out-of-school learning arena encompasses community and school-based after- school programs; summer camp and Saturday/weekend programs; museum programs; programs at community technology centers; college/university science programs; on-line science clubs and competitions; and programs offered by girl-specific organizations. After-school as an educational field (rather than child-minding or purely recreational) is both new and growing. Moreover, we are moving rapidly toward a technology-based economy where women are an increasing part of the workforce. This conference will take advantage of a ground floor opportunity to create a research/action agenda and inform the development of SMET programs that are free of gender and other forms of bias--race, ethnicity and disability that have traditionally contributed to educational inequality. The agenda created at the conference will be distributed to a broad audience of researchers, practitioners, gender equity activists, policy-makers, and funders. In doing so, the conference will extend awareness and information about the participation of girls and women in SMET education; catalyze new thinking on the subject; and serve as a springboard for research and action. Dissemination will take place via journals, publications, web sites, listservs, and professional association conferences. RES ON GENDER IN SCI & ENGINE HRD EHR Froschl, Merle Barbara Sprung Educational Equity Concepts Inc NY Margrete S. Klein Continuing grant 100249 1544 SMET 9177 0114747 November 1, 2001 Louis Stokes Alliances for Minority Participation (LSAMP): LSAMP Pacific Alliance. The LSAMP Pacific Alliance proposes to initiate a collaborative that will effect a systemic change in the hiring patterns of Alaskan Natives, Native Americans, and Pacific Rim Islanders in the fields of SMET. The goals would be achieved by increasing the number of individuals who can access SMET careers through the increased recruitment, retention and placement within partner communities. The specific target is to double the number of Indigenous American students graduating annually, with 50% going on to graduate school. ALLIANCES-MINORITY PARTICIPAT. MINORITY GRADUATE EDUC ACTIVIT HRD EHR Schroeder, Herb University of Alaska Anchorage Campus AK Dr. A. James Hicks Cooperative Agreement 2078752 9133 1515 SMET 9178 9133 0114756 November 1, 2001 AMP: SUNY Alliance for Minority Participation: Developing,Testing and Disseminating Effective Educational Models. In Phase II, SUNY LSAMP will be building on the infrastructure, research base and replicable models from Phase I and will scale up those programs with approaches that work and advance new initiative to address those areas of greatest challenge. The goals of SUNY LSAMP are to double the number of underrepresented minority students getting bachelors degrees in SMET disciplines; to encourage students to graduate study, into the professoriate and into the SMET workforce; to encourage curricular and pedagogical change in SMET disciplines and to institutionalize SUNY LSAMP goals. Strong emphasis will be placed on strengthening the program at key transition points (high school to college, 2- to 4-year college and undergraduate to graduate study), on replicating innovative program models, providing comprehensive student support services, continuing to build undergraduate research experience and strengthening the SUNY LSAMP Alliance. SUNY LSAMP is a coalition of sixteen four-year and community colleges within the State University of New York (SUNY) system and program partners. Key program partners are Computer Associates, BP Amoco, Brookhaven National Laboratory; the New York State Collegiate Science and Technology Entry Program (CSTEP), and the SUNY Alliance for Graduate Education and the Professoriate (SUNY AGEP). ALLIANCES-MINORITY PARTICIPAT. HRD EHR Kenny, Shirley C. Robert Emerson SUNY at Stony Brook NY Dr. A. James Hicks Cooperative Agreement 2604900 9133 SMET 9178 7204 0114855 November 1, 2001 AMP: Heartland's Alliance for Minority Participation. The partners of the Louis Stokes Missouri Alliance for Minority Participation (LS-MoAMP) are proposing to move the consortium into a Phase II initiative. The new phase focuses on increasing baccalaureate production by fifteen percent annually over a five-year period. A primary strategy proposed to support that objective is to include all four-year public institutions in the partnership for Phase II, increasing the collaborative by four institutions: Truman State University, Missouri Western State College, Missouri Southern State College, and Northwest Missouri State University. This addition is expected to increase participation by twenty-five percent. The alliance's baseline and degree target is adjusted to reflect this addition. ALLIANCES-MINORITY PARTICIPAT. HRD EHR Sampson, Charles University of Missouri-Columbia MO Dr. A. James Hicks Cooperative Agreement 2518842 9133 SMET 9178 9133 0114859 June 15, 2001 Program for Gender Equity in Science, Mathematics, Engineering and Technology (PGE): Girls Online: GO Team!. Through funding provided by the National Science Foundation, the Nature Museum of the Chicago Academy of Sciences, in collaboration with El Valor and James Ward School will create Girls Online: GO Team! , an innovative after-school science and technology program that targets girls between the ages of eleven and thirteen living in underserved areas of Chicago. This pilot program will offer engaging science activities and real-world applications to teachhands-on science and technology to approximately 450 girls over a three-year period. Each semester, between forty-five and ninety girls will join the GO Team! at locations in their own neighborhoods. Of the girls who excel in this after-school program, six will be selected every semester to return and team teach with Academy staff to a new group of participating girls. As the girls grow in competency and skills, they can attend a more advanced GO Team! the following semester. The participating girls will attend weekly lab sessions taught by educators and scientists from the Academy, have fun with their families at a Kick -Off celebration and a Graduation Ceremony, learn about science and technology careers during a job shadow day with museum staff and outside professionals, and learn how science and technology impact their everyday lives. Successful women mentors will function as teachers and role models to help build the girls' science knowledge, career choices, and self-esteem. RES ON GENDER IN SCI & ENGINE HRD EHR Widener, Douglas Rafael Rosa Chicago Academy of Sciences IL Ruta Sevo Continuing grant 562484 1544 SMET 9177 0114882 September 1, 2001 Program for Gender Equity in Science, Mathematics, Engineering and Technology (PGE): LCP: Middle School Students' REALM (Really Exploring and Learning Meteorology). The Meteorology Department and Science Education program of Florida State University, in collaboration with the National Oceanic and Atmospheric Administration (NOAA), will carry out a school-site meteorological project to be located in Miami/Dade County Public Schools. This new collaborative project is entitled Middle School Students' REALM (Really Exploring And Learning Meteorology). The project's foci are: (1) to expose more middle school girls to meteorological science content, (2) to develop a positive and supportive learning environment for participating girls and boys, (3) to provide on site technical assistance to participating science teachers for content implementation, and (4) to provide a vehicle for greater parent-girl participation in science activities. In order to maximize resources, available meteorology resources (weather stations) that are in demographically dispersed middle schools will be used. Involvement in this project will enhance girls' awareness of career opportunities for women in the field of science in general and meteorology in particular. This project will also increase middle school girls' self-esteem and confidence in learning science concepts, which integrate the use of mathematics and technology. This project model aims to reduce the attrition in advanced level science, mathematics and technology coursework that typically occurs as girls move from middle school to high school, which carries over into higher education. RES ON GENDER IN SCI & ENGINE HRD EHR Gallard, Alejandro Paul Ruscher Mara Hernandez Florida State University FL Ruta Sevo Continuing grant 887322 1544 SMET 9177 0114917 August 1, 2001 Program for Gender Equity in Science, Mathematics, Engineering and Technology (PGE): (DEM) Bringing Up Girls in Science. Bringing Up Girls in Science (BUGS) is a demonstration project in the Department of Technology and Cognition at the University of North Texas (UNT). The goal of this project is to provide educational experiences in an outdoor learning lab for girls in grades four and five that will increase girls' interest, participation, self-concept, knowledge, and achievement in the environmental sciences. During Year One, thirty 4 th and 5 th grade girls (BUGS participants) will participate in an after school outdoor science lab at Sam Houston Elementary in the Denton Independent School District in Denton, TX. Participants for the project will be recruited from across the district. BUGS participants will be mentored by female high students enrolled in the Texas Academy for Mathematics and Science (TAMS). BUGS participants and mentors will be joined the second and third year of the project by girls in special populations at distance sites through the use of two-way audio-visual desktop conferencing tools, a project WEB site, chat rooms, and computer ``pen-pals''. For the second and third year special populations joining the project will include: (1) students with emotional and behavioral problems attending Rose Street Day Program and Therapeutic School in Wichita Falls, TX; (2) a school district which serves large numbers of Hispanic and Native American students in Bernalillo, New Mexico; and (3) students from a rural school district in Decatur, Texas. BUGS participants at distance sites will be able to use ``electronic field trips'' developed from activities that were videotaped during Year One to increase their opportunities to participate in the ``outdoor science lab experience.'' Family involvement will be ongoing throughout the project. Career awareness and educational opportunities materials will be housed by a local public library for the parents of BUGS participants. Three parent meetings per year will be provided to ``showcase'' student work and provide educational and career information. RES ON GENDER IN SCI & ENGINE HRD EHR Tyler-Wood, Tandra Mark Mortensen Jane Pemberton University of North Texas TX Jolene K. Jesse Continuing grant 900001 1544 SMET 9177 0114945 July 15, 2001 Program for Gender Equity in Science, Mathematics, Engineering and Technology (PGE): Early influences on gender differences in mathematics achievement. This project over a year period, will examine gender differences in the ways strategy use, speed of retrieval, spatial skills, confidence in mathematics, and conceptual understanding predict mathematics achievement. The longitudinal study beginning in the second grade and ending in the fourth grade, will document whether gender difference found in early strategy use, spatial skills and confidence continue through three years of elementary school and whether they promote each other's development and mathematics achievement. The elementary school years have been selected for study because although gender differences in strategy use, spatial skills, and confidence have been documented in elementary school age children, it is not clear how these differences may impact mathematics achievement. If mathematics achievement and conceptual understanding are affected by these early emerging gender differences that would suggest a need to intervene in girls' mathematics in the early elementary school years as opposed to waiting until the middle school and high school years when gender differences become more pronounced.This project over a year period, will examine gender differences in the ways strategy use, speed of retrieval, spatial skills, confidence in mathematics, and conceptual understanding predict mathematics achievement. The longitudinal study beginning in the second grade and ending in the fourth grade, will document whether gender difference found in early strategy use, spatial skills and confidence continue through three years of elementary school and whether they promote each other's development and mathematics achievement. The elementary school years have been selected for study because although gender differences in strategy use, spatial skills, and confidence have been documented in elementary school age children, it is not clear how these differences may impact mathematics achievement. If mathematics achievement and conceptual understanding are affected by these early emerging gender differences that would suggest a need to intervene in girls' mathematics in the early elementary school years as opposed to waiting until the middle school and high school years when gender differences become more pronounced. RES ON GENDER IN SCI & ENGINE HRD EHR Carr, Martha University of Georgia Research Foundation Inc GA Jolene K. Jesse Standard Grant 134432 1544 SMET 9177 0115042 November 1, 2001 Louis Stokes Alliances for Minority Participation (LSAMO): Northeast Louis Stokes Alliance for Minority Participation. The proposal initiates a partnership to support an LSAMP Phase I alliance of institutions to increase enrollment, retention, and graduation of underrepresented minority undergraduate students in SMET. The partnership institutions are University of Massachusetts-Amherst, Northeastern University, the University of Rhode Island, and Worcester Polytechnic Institute. The goal of the alliance is to double the current SMET student enrollment by underrepresented minorities (845) in five years, and to significantly increase (toward doubling) the number of SMET degrees awarded (120 in 2000). ALLIANCES-MINORITY PARTICIPAT. HRD EHR Cunningham, John Charlena Seymour University of Massachusetts Amherst MA Dr. A. James Hicks Cooperative Agreement 2100000 9133 SMET 9178 9133 0115050 November 1, 2001 Louis Stokes Alliances for Minority Participation (LSAMP): LSAMP: Colorado Alliance for Minority Participation Co-AMP -- Phase II. ALLIANCES-MINORITY PARTICIPAT. HRD EHR Elhakim, Omnia Colorado State University CO Dr. A. James Hicks Cooperative Agreement 2550000 9133 SMET 9178 0115115 November 1, 2001 Louis Stokes Alliances for Minority Participation (LSAMO): LSAMP-California Louis Stokes Alliance for Minority Participation Phase III. One of 28 national alliances, CAMP is entering the ninth year of a ten-year cooperative agreement between the National Science Foundation and UC Irvine, the lead campus and administrative center. The primary numerical goal is to double the number of B.S. degrees granted to underrepresented students in SMET (science, mathematics, engineering, technology) majors at the University of California. Offered at the eight general UC campuses, CAMP has created a systemwide network of faculty, program staff and students working toward a common set of measured outcomes. Goals include completion of the B.S. degree, preparation for and transition to graduate school or the professional workplace. The program serves undergraduates through enrichment opportunities and faculty mentored research supported by stipends. This effort has contributed to a 78% increase in B.S. degrees granted by UC from the baseline year (1990-91). Activities center on faculty mentored research experiences, collaborative learning, presenting at scientific conferences, science writing and co-authorship, technology literacy, and preparation for graduate school. Student achievement is disseminated through the Quarterly and on-line, www.camp.uci.edu. A permanent allocation through the UC Regents Diversity Initiative supports program infrastructure, administration, and expansion. Using a synergistic approach, the California Alliance collaborates with affiliated initiatives such as UC LEADS and AGEP (Alliance for Graduate Education and the Professoriate) that enhance baccalaureate degree completion and continuation to advanced study. Responding to the paucity of minorities in faculty positions in the university and nationwide, special emphasis is being placed on encouraging students to prepare for a career in academia, and entering the professoriate. The CAMP mission: Scientists and engineers are best prepared by other scientists and engineers who exhibit and expect scholarly excellence. ALLIANCES-MINORITY PARTICIPAT. HRD EHR Drake, Michael Debra Richardson University of California-Irvine CA Dr. A. James Hicks Cooperative Agreement 5244000 9133 SMET 9178 9133 0115807 November 1, 2001 Louis Stokes Alliances for Minority Participation (LSAMP): Mississippi Louis Stokes Alliances for Minority Participation Program (MLSAMP). After nine years of this alliance, we have learned what the needs of our students are, and acted to produced desired results. We will continue many of the strategies put in place over the past nine years, since they are producing excellent results! GOALS: The aims of the Mississippi Alliance in Phase III will be to: 1. Increase the number of SMET graduates from an estimated 661 to 825 by 2007; 2. Increase the number and percentage of minority students enrolled in SMET; 3. Increase retention rates of minority students in SMET; 4. Increase the annual graduation rate of enrolled seniors; 5. Track progression of baccalaureates into graduate and professional programs and careers; 6. Double the number of baccalaureates enrolling into graduate programs in SMET by 2007; 7. Double the number of minority students who earn Ph.D. degrees in SMET by 2007; 8. Develop institutional cultures that value diversity; 9. Forge partnerships with business and government across the state and region; 10. Leverage the federal dollars into institutionalized programs; We will continue to emphasize undergraduate education but will develop productive bridges to graduated education. ALLIANCES-MINORITY PARTICIPAT. HRD EHR Perkins, James Jackson State University MS Dr. A. James Hicks Cooperative Agreement 4275076 9133 SMET 9178 9133 7204 0116000 November 1, 2001 Mid Eastern Alliance for Minority Participation. The proposal initiates a partnership to support an LSAMP Phase I alliance of seven institutions to address the problem of underrepresentation of African-Americans, Hispanics, and Native Americans in technological education and enterprises. The partnership institutions are Elizabeth City State University, Fisk University, James Madison University, Johnson C. Smith University, St. Augustine's College, and Virginia Polytechnic Institute and State University. The goal of the alliance is to double the current number of SMET degrees earned by underrepresented minorities (371) in five years. To achieve this the alliance will incorporate regionally focused orientation programs for first-year students, oversee program management and technical assistance aggressively, and measure progress toward the outcomes through internal and external evaluation. Skill development activities including undergraduate research experiences and mentor guidance will be provided for LSAMP participants, and enrichment activities will be provided to improve the analytical skills of K-12 students. The program will also pursue goals for graduate school matriculation by LSAMP graduates. ALLIANCES-MINORITY PARTICIPAT. HRD EHR Franklin, Bernard Harry Bass Phillip Archer Virginia Union University VA Martha L. James Cooperative Agreement 3388541 9133 SMET 9178 9133 0117261 September 1, 2001 Tribal Colleges and Universities: Technical Assistance Support to the Tribal Colleges and Universities Program (TCUP). The American Indian Higher Education Consortium (AIHEC) is an organization based in Alexandria, Virginia, which has as its members 32 Tribally Controlled Colleges and Universities (TCUs) from throughout the United States. AIHEC has a history of administering programs and providing technical assistance on a variety of matters. A Board of Directors composed of the presidents of all member colleges governs AIHEC. A full-time staff is located at the AIHEC Central Office in Alexandria, Virginia. AIHEC has a long-term commitment to improving technology and the use of technology at TCUs. This application is for a special project award to provide technical assistance to TCUs, Alaska Native and Native-Hawaiian-serving institutions to be funded under NSF's Tribal Colleges and Universities Program (TCUP). Under the two-year TCUP technical assistance proposal described below, AIHEC proposes to assist eligible applicants in developing high-quality proposals to the TCUP Program through a two-day workshop and a web-based technology collaborative and to provide on-going technical support to ensure achievement of TCUP goals and objectives. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Billy, Carrie American Indian Higher Education Consortium VA Lura J. Chase Standard Grant 1108666 1744 SMET 9178 0120249 November 1, 2001 PLN: Attracting and retaining African American females in the computing sciences. Xavier University of Louisiana is using a planning grant to develop a research project aimed at understanding more about African American female students who are drawn to and succeed in computer sciences. The research plan is to characterize students in this group who are interested in computing sciences, find the motivating factors of success, and classify the views they have of the profession. Based on this research, undergraduate programs could be shaped to increase the numbers of African American females entering undergraduate computing sciences and encourage those in the field of study to continue through graduate school. Xavier is developing partnerships with other HBCUs and universities to collaborate in the future project, develop corporate partners, develop graduate school partners (in particular those experience with research procedures and women's issues), establish an advisory board, and obtain definitions of roles and cooperative agreements. RES ON GENDER IN SCI & ENGINE HRD EHR Lopez, Antonio Lisa Schulte-Gipson Xavier University of Louisiana LA Ruta Sevo Continuing grant 30000 1544 SMET 9178 0120450 September 1, 2001 Program for Gender Equity in Science, Mathematics, Engineering and Technology (PGE): Increasing the Participation by Women in Undergraduate Physics: What Works?. A team based at Colorado College is conducting a study of undergraduate physics departments with high and average participation by women, in order to learn what works in attracting and retaining women in the undergraduate physics major. Ten schools that offer a bachelor's degree in physics, but no graduate degrees, were selected. Both public and private schools are included, and at least two are HBCU's. The project has several goals: oTo study some of the many things that have been tried by the physics community and learn what works to increase the number of women majoring in physics. oTo investigate the unusual success of some primarily undergraduate institutions in cultivating women physics majors. oTo find examples of common errors in programs and practices that could be corrected if they were recognized and understood. oTo see whether and how innovations in physics pedagogy have improved the climate for women. oTo communicate our results back to the physics community. A team consisting of two physics professors, one social science professor, and one student assistant are collecting demographic information about the faculty and students at each department. The team is making a two-day site visit to each department, which includes interviews with students, faculty, and administrators, and visits to classes and laboratories. The team is investigating departmental climate, the quality of teaching and advising, the style of classes, and other factors that have been proposed to make physics departments more comfortable for women students. The high participation departments will be compared with the average participation departments to determine what works to recruit and retain women in the undergraduate physics major. Results of this study will be reported in a peer-reviewed journal, and publicized in talks, journal articles, and on the Web. It is hoped that the results of this project will help the physics community evaluate its efforts to attract more women, and find ways to further improve its efforts. The physics community has been concerned about the low participation by women for a decade or so, and much progress had been made; the percentage of bachelors degrees awarded to women has more than doubled in the last twenty-five years. But physics continues to lag behind the other sciences; in 1998, 19% of bachelor's degrees in physics were awarded to women, in contrast to 40% of bachelor's degrees in mathematics and chemistry, and more than half in the life sciences. Several national initiatives are devoted to making physics more attractive to women and other members of underrepresented groups. In addition, individual physics departments are trying a variety of formal and informal programs to increase the level of participation by women. These efforts are unevenly distributed among physics departments, and departments vary widely in the percentage of women majors, some departments have as many as 40% women, and others are far below the national average. RES ON GENDER IN SCI & ENGINE HRD EHR Whitten, Barbara Colorado College CO Ruta Sevo Standard Grant 131468 1544 SMET 9178 0120458 October 1, 2001 RES - Women in Information Technology: Pivotal Transitions from School to Careers. The " Women in Information Technology: Pivotal Transitions from School to Careers" project is gathering primary research data for K-12 and university educators, policy makers, and administrators about those pivotal transition points in girls' lives that result in their positive or negative view of information technology as a viable career choice. It is gathering new information about how the total environment - at the high school, community college, and university levels, both inside and outside the school -- helps shape girls' perceptions of technology as friendly or unfriendly to them. It will document longitudinally the impact of family, peers, school, and community on girls' perceptions of IT careers; examine the key transition points in girls' experiences with technology; and determine how the choice of a nontraditional career is associated with the development of self-authorship. The project combines standard interview and survey techniques within the theoretical framework of self-authorship. Methods include a pre- and post-survey; individual interviews; small group interviews; a videotape documentary and case studies of the longitudinal development of girls' career transitions and choices; and group activities using computer programs to stimulate girls' interest in and understanding of IT careers. A set of IT careers workshops are planned as an incentive for participating students and parents, as another data collection point, and as a model for IT career exploration. The project is an interdisciplinary collaboration among faculty with expertise in the areas of gender and science, quantitative and qualitative research methods in the social sciences, and information technology impacts on children, youth, and families. Dr. Marcia Baxter Magolda, leading expert in the study of how college students' and young adults' self-authorship effects their learning capacity, will act as an advisor for this project. The other advisors include a former school principal and superintendent, evaluation and data analysis expert, educational technology expert, state technology workforce director, and a communications researcher. WORKFORCE RES ON GENDER IN SCI & ENGINE HRD EHR Burger, Carol Peggy Meszaros Elizabeth Creamer Virginia Polytechnic Institute and State University VA Jolene K. Jesse Continuing grant 921557 1713 1544 SMET 9178 0120465 October 1, 2001 DIS - Gender Schemas and Science Careers: Tutorials for Change. The project will produce on-line tutorials for SMET students and faculty at colleges and universities, and for anyone else interested in a summary of research about the role of gender in science careers. The tutorials will be developed using Powerpoint slides with voice-over narration. Each will include an annotated bibliography, a questionnaire for site visitors to fill out (voluntarily), the opportunity to send queries and comments to PI, and question and answer material from those emailed messages. The work will be performed at Hunter College - CUNY and the tutorials will be mounted on a Hunter College server. The tutorials can thus be reached by anyone in the world with access to the web. Once a demonstration tutorial is created, the PI will contact educational institutions and groups concerned with gender equity in science in order to invite such groups to evaluate the tutorial and to provide a link to the Hunter College site. As the project continues, more organizations and groups will be invited to create links to the site. Tutorials like these do not currently exist. The PI is uniquely qualified as the author of a published book on women's advancement in the professions (extensively summarizing research), as a cognitive psychologist who has developed new courses related to gender, as a frequent presenter on the topic (having given 100+ presentations to and discussions with science students and educators), and as the developer of a web site for prospective graduate students to Hunter's MA Program in Psychology. The PI in particular will leverage experience giving lectures to diverse audiences. Outcome measures will be evaluated from a) the number of visits to the site and to each tutorial, b) the number of educational institutions and organizations with links to the site, c) analysis of questionnaires and emailed messages. Feedback results that are relevant to the larger community will be posted to the site once they have been analyzed. Science-based information about inadvertent bias in evaluations of men and women is available in technical sources but is not known to most students or educators. The resulting product will provide a suite of 15-minute tutorials that could be incorporated into workshops, briefings, classroom discussions, web sites, and on-line courses aimed at anyone studying the underrepresentation of women in SMET. The content drawing on many research findings and results is a substantive and accessible complement to many briefings and reports that primarily present summaries of statistics. RES ON GENDER IN SCI & ENGINE HRD EHR Valian, Virginia CUNY Hunter College NY Ruta Sevo Standard Grant 101500 1544 SMET 9178 0120492 September 15, 2001 PLN: Women in SMET Undergraduate Programs (WISUP). Middle Tennessee State University is using a planning grant to design a demonstration program, WISUP@MTSU, (Women in SMET Undergraduate Programs @ MTSU). The project team is investigating and identifying the best practices to attract and to retain women in all fields of science, mathematics, engineering, and technology and to to build on successful programs already in place at MTSU. The goal is to design a technology intensive and supportive program to attract and to retain high school senior and undergraduate freshmen women into SMET disciplines at MTSU. The experience, technical and scientific talents of the WISUP Team and the strong support from the College of Basic and Applied Sciences and the university will result in a successful planning grant and the submission of a full demonstration proposal in the next NSF/PGE funding cycle. MTSU is currently graduating slightly less than the national percentage of women in the SMET disciplines, yet university-wide the majority of both undergraduate and graduate students are female (54%). The institution is uniquely situated to serve rural and urban, low-income, and first generation students. MTSU also graduates more teachers than any university in Tennessee (more than 25% of all teachers in the entire state). The full program to be proposed should reach not only potential SMET students but also public school teachers who can encourage their student to consider SMET majors and careers. RES ON GENDER IN SCI & ENGINE HRD EHR Iriarte-Gross, Judith Judith Hankins Chrisila Pettey Ginger Rowell Brenda Parker Middle Tennessee State University TN Ruta Sevo Standard Grant 29792 1544 SMET 9178 0120642 October 1, 2001 (RES) Assessing Women in Engineering Programs: Developing Exportable Tools for Success.. This project will develop standardized, exportable and comparable assessment instruments and models for Women In Engineering (WIE) programs nationwide, thus allowing them to assess their program's activities and ultimately provide data for making well-informed evaluations. To accomplish this goal, the principal investigators at the University of Missouri and Penn State University will work over a three-year period with their institutions' WIE programs and three cooperating programs at Rensselaer Polytechnic Institute, Georgia Tech, and University of Texas at Austin. With these five programs that collectively represent a variety of private and public, years of experience for WIE directors and student body characteristics, the investigators will pilot, revise, implement, conduct preliminary data analysis and disseminate easy-to-access, reliable and valid assessment instruments. The principles of formative evaluation will be applied to all instruments and products. All institutions will use the same set of instruments, thus allowing them to have access to powerful benchmarking data in addition to the data from each of their respective institutions. A prior project, the Women's Experience in College Engineering Project (WECE) sought to characterize the factors that influence women students' experiences and decisions by studying college environments, events and support programs that affect women's satisfaction with their engineering major, and their decisions to persist or leave these majors. In contrast to WECE's macro-level and student focus, this proposal's target audience is WIE directors, with a focus on WIE programs, not students. Women in Engineering programs around the United States are a crucial part of our country's response to the need for more women in engineering professions. There are about 50 WIE programs nationwide. Half have expressed interest in this effort. WIE directors will benefit by having ready-made assessment tools that will allow them to collect data on programs, evaluate these programs, and make decisions on how to revise programs and / or redistribute limited resources to maximize overall program effectiveness. Data from these instruments will also provide substantiated evidence for administrators, advisory boards and potential funding agencies. Finally, because these instruments will be available nationwide, programs will have the opportunity to take advantage of powerful benchmarking data for their decision-making processes. This project provides the next logical step in the national movement to recruit and retain women in engineering. PROGRAM EVALUATION RES ON GENDER IN SCI & ENGINE HRD EHR Marra, Rose Barbara Bogue University of Missouri-Columbia MO Jolene K. Jesse Continuing grant 1175301 7261 1544 SMET 9178 9177 0120762 October 1, 2001 PGE: PLN: Moving Mountains: A Strategy to Facilitate Appalachian Women's Pursuit of Science and Math Careers. West Virginia University at Parkersburg will partner with Ritchie County High School and Williamstown High School to provide research experiences for female high school students in the Appalachian region known as the Mid-Ohio Valley. Mentoring and peer groups will be important components of the project. In West Virginia, women are less likely to seek a college education let alone pursue a career in science or math. One of the most exciting experiences that a female high school student interested in the sciences can have is one that involves interaction with a teacher and peers in a group setting participating in a scientific project. This is particularly valuable for women students in Appalachia who have attended K-12 schools in isolated areas where there is little opportunity for advanced study of science, who have not had personal role models or do not picture themselves doing science. The research component is the key to the project's impact on high school students and their decisions regarding entering the sciences as a career. It will give students their first experience with original research, teach them how to deal with the open-ended nature of the research process, and give them the self-confidence to see themselves not just as students, but as actual researchers. It is anticipated that lessons learned from the project will inform a full proposal for an expanded Women in Science program at additional public schools in partnership with WVU Parkersburg. The goal is to impact how young women perceive careers in science and mathematics and encourage their pursuit of a college education in these studies. RES ON GENDER IN SCI & ENGINE HRD EHR Kronberg, Joyce West Virginia University/Parkersburg WV Jolene K. Jesse Standard Grant 30000 1544 SMET 9178 0120774 October 1, 2001 DIS: A Guide for Recruiting and Advancing Women Scientists and Engineers in Academia. The Committee on Women in Science and Engineering (CWSE), National Research Council, of the National Academy of Sciences is preparing a guide to the best policies and programs that academic institutions have implemented to recruit, retain, and advance women in science and engineering in academia. The guide is meant to be a practical tool in the replication of successful programs at many academic institutions across the country. CWSE will use both formal and informal networks to identify the most successful programs for each level, e.g., undergraduate recruitment, reducing attrition in freshman and sophomore years, graduate student recruitment and retention, transition to postdoctoral fellowships. This will include contacting granting organizations, disciplinary societies, academic administration societies, faculty groups, and non-profit advocacy organizations. Programs from different size institutions, both public and private, will be reviewed. Identified programs will be asked to provide data on the increased participation of women resulting from the implementation of their programs. From this group a subset of programs will be selected for site visits. The project will include up to five site visits to institutions with successful programs to interview the students, faculty, and administrators involved. No institution will be identified by name in the guide. The target audience for the guide includes college and university presidents, deans, provosts and other administration officials, department chairs, faculty, and other individuals with the interest and capacity for establishing a successful program that promotes the participation of women in science and engineering. Other guides produced by the National Academy of Sciences (NAS) have had a wide impact. Tens of thousands of copies of previous NAS guides have been disseminated worldwide. On Being A Scientist, the NAS guide on science ethics, has been reprinted in several languages. The NAS guide on mentoring, on which this guide will be modeled, Advisor, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering, is distributed by some institutions to all their faculty, and serves as the basis of their mentoring efforts. Many other faculty mentoring programs are based on the mentoring guide. RES ON GENDER IN SCI & ENGINE HRD EHR Hahm, Jong-on National Academy of Sciences DC Ruta Sevo Standard Grant 100000 1544 SMET 9178 0120786 October 1, 2001 DEM-Research Internships in Science and Engineering (RISE): Linking Undergraduate Female Students in SMET Fields and Female Faculty Mentors. The University of Maryland is testing an educational intervention program designed to address aspects of both external (contextual) and internal (individually based) barriers to success and persistence of women in science and engineering. The program -- called RISE: Research Internships in Science and Engineering -- offers a hands-on introductory orientation program for freshmen (Level One) and an enhanced team research experience for upper class students (Level Two) . The enhanced team experience consists of participation in all-female research teams, mentoring by female faculty members and advanced female students (undergraduates and graduate students) who are paid and trained to perform significant mentoring and teaching of undergraduate women. The female faculty member's own research program is the setting for the student teamwork and mentoring. Specifically, the intervention addresses the external factors of the "chilly climate" of science, the lack of female role models and mentors, and the lack of a female "critical mass" among students and faculty in SMET academic departments. Regarding "internal barriers," we identify underestimation of abilities as operationalized by "self-efficacy" as the most useful psychological construct for understanding the ambivalence related to career choice and persistence in SMET undergraduate majors. Self-efficacy describes the notion that students develop beliefs about their personal capabilities at different academic pursuits (e.g., whether or not they can "do math"). Self-efficacy has been the basis for a large body of findings in the vocational literature, much of it focusing on the debilitating effects of low self-efficacy on the selection and persistence of career options including engineering and science fields. Female faculty are supported in their mentoring of young women (both in terms of training and finances), and at the same time make progress in their own research program. The entire research team (consisting of the faculty member, RISE Fellows and up to four RISE participants) is taking part in training on mentorship, team functioning, and psychological constructs key to enhancing the successful learning of women students This demonstration program has the potential to bring some of the advantages of an all-female learning environment, epitomized by women's colleges, into more mainstream higher education such as the University of Maryland College Park. Replicable features include: role model hierarchies, mentor training, and all-female research teams. Also replicable is the notion of a two level program, beginning with a front end experience that excites and prepares entering female college students, moving on to an extended research internship in the later years that involves close contact with successful woman scientists and engineers. RES ON GENDER IN SCI & ENGINE HRD EHR Schmidt, Linda Janet Schmidt Paige Smith University of Maryland College Park MD Jolene K. Jesse Continuing grant 1079200 1544 SMET 9178 0120794 October 1, 2001 DEM/RES: Small Group Mathematical Modeling Approaches to Improved Gender Equity in Engineering (SGMM) Project. The Small Group Mathematical Modeling Approaches to Improved Gender Equity in Engineering (SGMM) Project is a collaboration between the engineering and mathematics education faculty at Purdue University. The plan is to demonstrate that innovations in collegiate engineering courses have the potential to address gender differences in interest and persistence, and that the implementation is systemic. The proposed effort will be designed to address mathematical topics that have been identified as foundational to engineering and likely barriers for women in these courses, and to design environments where skills and abilities women bring to engineering are rewarded and valued. The modeling activities will be incorporated into selected early engineering courses at Purdue University, including those required of all incoming freshmen engineering students. Those involved are over 3000 engineering students (~600 women) in freshman engineering courses, all instructors in freshman engineering (including faculty and graduate assistants), and a number engineering faculty teaching sophomore level courses. During Phase I, a small technical team, realistic, modeling activity will be a required of all freshmen. The activity will be delivered via WebCT, an internet-based instructional tool [www.webct.com]. During Phase II additional realistic modeling activities will be incorporated in sophomore-level materials engineering courses. Complementary research efforts will be used to build a case study of this innovation. The purpose of the research is to inform (1) how these modeling activities are used to identify emerging student talent, (2) how the various constituencies react to the use of these activities (male and female students, instructors), (3) how these activities address the targeted mathematical areas, and (4) how students' vision of their future engineering career and their gender identity interact. The information will provide insights into the potential effects of the small technical team, realistic, modeling activities in engineering courses, the dynamics of gender-equity issues of the Purdue engineering program, and factors outside the engineering program that may influence the interest and persistence of students (especially women) in the field. The proposed project studies gender-related issues at the student, the instructor, and the programmatic level. The activities and supporting materials will be available to other universities on a web site already sponsored by Purdue University, and linked to the Purdue Women in Engineering Program web site. RES ON GENDER IN SCI & ENGINE HRD EHR Bowman, Keith P.K. Imbrie Heidi Diefes-Dux Brenda Capobianco Purdue University IN Jolene K. Jesse Continuing grant 951301 1544 SMET 9178 0120809 November 1, 2001 RES - AnimalWorld: Enhancing High School Women's Mathematical Competence. Some national assessments show that the gender gap in math achievement has narrowed dramatically in the last decade, and that there has been a significant increase in the number of mathematics courses taken by high school women. However, other data indicate that female students do not confront the critical transition from high school to college with deep, conceptually based mathematical competence that supports entry into STEM (science, technology, engineering, mathematics) careers. Specifically, female students perform much less well than males on complex problem solving, when they must apply novel problem solving approaches, and when they must work under time pressure or transfer skills to problems not previously seen. Other research points to differences in female and male students learning styles; female students require more structured, concrete and repetitive instruction whereas males do equally well with more abstract hints and help, suggesting that they have a deeper understanding of mathematical concepts. A related concern is that female students increased math course taking has not translated into a higher number of women in the pipeline towards careers; that is, women are taking additional math but are not planning to utilize it in their careers. The consequences are seen in the continued under-representation of females in STEM majors and careers, and the critical lack of mathematically sophisticated workers in numbers sufficient to meet our nations needs. This project is designed to investigate the factors that contribute to female students shallower mathematical competence, as well as the learning styles that characterize male and female students at the critical transition from high school to college. Our investigations take place in the context of a multimedia, multi-component simulation environment: AnimalWorld. AnimalWorld provides high school women (and men) with 1) an intelligent tutor for high school mathematics (fractions; algebra; geometry; ratios/proportions/decimals; probability) that provides gender adaptive instruction and allows for analysis of male and female learning styles; 2) a virtual mentor component, in which students who are solving math problems in the simulated world can meet real female researchers and experts (through video clips embedded in the simulation) who discuss their training and the importance of math for their careers; 3) a math at your fingertips module in which students periodically rehearse math facts to free cognitive resources for higher-order problem solving, predicting increased math test scores; 4) a module to enhance students spatial cognition through dynamic manipulation of objects in simulated three-dimensional environments, which will allow us to provide a strong test of the hypothesis that females poorer math achievement reflects less well developed spatial cognition; and 5) an SAT-Math preparation module designed to narrow the striking gender gap on this critical achievement test. Our prediction is that female students who work with AnimalWorld will show significant increases in their complex math problem-solving skill, including their SAT-Math exam performance; that gender adaptive instruction will foster greater conceptual understanding in female students; and that virtual mentors will encourage female students to report greater interest in STEM careers. The results will increase our understanding of male and female learning styles, as well as provide new approaches to effective mathematics instruction for all students. RES ON GENDER IN SCI & ENGINE HRD EHR Beal, Carole James Royer Beverly Woolf University of Massachusetts Amherst MA Jolene K. Jesse Continuing grant 900284 1544 SMET 9178 0120825 November 1, 2001 DEM-Changing Faculty through Learning Communities. The Dwight Look College of Engineering and the College of Science at Texas A&M University will conduct a demonstration project aimed at changing faculty knowledge, personal vision, commitment and interactions with students, through learning communities. The project will help faculty improve four strategic disciplines that underpin improvement of learning environments for women, underrepresented minorities and all students: 1) Development and invitation -- Faculty members examine mechanisms through which women and men develop intellectually and motivationally, and understand the role of invitation in the development process. 2) Mental models -- Faculty members understand and make explicit how they build chains of reasoning from observable data through assumptions to action. 3) Personal vision -- Faculty members improve their capacity to imagine and act in ways that maximize their individual self-fulfillment. 4) Personal commitment -- Faculty members improve their capacity to move from creating a personal vision to recognizing that they have power and responsibility to realize it. The critical element of learning environments on university campuses is the faculty; therefore, development of learner-centered educational environments rests on helping faculty develop the mental and interpersonal disciplines that provide the foundation for such environments. Changing how women are treated, how the classroom is managed, how teaching is performed, how graduate students are mentored, all depend on numerous individual faculty. However, university campuses are not analogous to neural networks that can be trained by feeding back quantitative error measurements through algorithms such as the back-propagation method. Instead, university campuses more closely resemble complex adaptive systems in which diversity, interaction and selection of numerous and complicated agents gives rise to observable, emergent properties. If the aim is to create learning environments that are both more inviting and more welcoming, it is not sufficient to bombard faculty with messages such as "Be inviting!" or "Be welcoming!". Instead, it is important to identify disciplines that should be nurtured and developed across the entire faculty with the conviction that if faculty members practice these disciplines, then they will create learning environments that are inviting and welcoming. As faculty members become more proficient in the four strategic disciplines, the project should observe changes in attitudes about learning, teaching and the role of women and minorities in SMET. The project also should observe increasing participation in the workshops and faculty learning communities sponsored by the project. Finally, the project should observe improvement in retention of women in undergraduate physical science and engineering; improvement in the enrollment in graduate study; and improvement in retention of women in graduate physical science and engineering. ALLIANCES-MINORITY PARTICIPAT. RES ON GENDER IN SCI & ENGINE MINORITY GRADUATE EDUC ACTIVIT HRD EHR Watson, Karan Jeffrey Froyd H. Joseph Newton Texas Engineering Experiment Station TX Jolene K. Jesse Continuing grant 918750 9133 1544 1515 SMET 9179 9178 0120860 November 1, 2001 DEM - OPTIONS. OPTIONS is a demonstration project designed to create small-scale learning communities that assist girls in achieving in advanced science and mathematics courses at the high school level, and encourage them to pursue science and math college degrees and business careers. The project targets high school girls, who have demonstrated average to above average abilities in math and science and who are enrolled in one of the seven Shelby County Schools (SCS) high schools. In the OPTIONS program, 70 students per year for four years are forming learning communities. Teachers are studying how to craft proactive approaches to math and science for girls. The objectives of the program are to: 1 ) increase the interest, confidence, knowledge and test scores of girls in science and math concentrations 2) train high school math and science teachers and guidance counselors in gender-equitable approaches to decrease barriers and assist to aid girls in pursuing science and math majors or careers; and 3) increase the number of all students who plan to enroll in classes, choose college majors, or pursue careers in science or math related fields. In order to obtain the objectives, SCS is creating learning communities of students, teachers, and mentors who engage in specific after school, professional development, and summer camp activities. The program includes professional development workshops to modify teacher and counselor attitudes and skills; project-based, problem-solving exercises to stimulate girls interest in science and math; mentoring by professional women; exploration of college options; and internships at local corporations and organizations. The project has broad implications. For educators, OPTIONS will identify factors for women that inhibit their academic pursuits and career choices in science and math areas, and begin building new approaches to encourage those choices. Participating female high school students will achieve a new understanding of the vast opportunities available in science and math-related industries and learn to work in a small group to solve real world problems. Corporations that rely on these disciplines will interact with educators in the design and evaluation of industry specific intern programs to prepare the next generation of workers and to generate enthusiasm for that work. Schools, school systems, and local communities will benefit from the increased emphasis on science and math classes and the career opportunities that come from that focus. RES ON GENDER IN SCI & ENGINE HRD EHR Jones, Lorraine Sheryl Maxwell Shelby County Schools TN Jolene K. Jesse Continuing grant 710938 1544 SMET 9178 0120865 September 15, 2001 DIS: Una Mano al Futuro: Making Science Accessible to Latino Communities. The Association for Women in Science (AWIS) will develop a guide to mentoring aimed at the Latino community, called Una Mano al Futuro. Studies demonstrate that students are more likely to pursue science if they have mentors, have opportunities to explore potential careers, and learn in a supportive environment. Una Mano al Futuro will focus on reaching high school Latino girls at a critical stage and providing resources that can be used by the young women, their parents, teachers, and community leaders to create the environment that allows the women to explore their interest in science and technology careers. For the past 10 years, AWIS has established and improved community mentoring programs for pre-college, undergraduate and graduate students with funding from the Sloan Foundation, NSF and the NEC Corporation. AWIS's prior projects built on the knowledge and success of the Sloan mentoring program and produced a new publication: Creating Tomorrow's Scientists: Models of Community Mentoring. AWIS will edit and revise their award-winning mentoring books, including A Hand Up: Women Mentoring Women in Science and Mentoring Means Future Scientists, and produce Spanish language editions with on-line companion materials in both English and Spanish. AWIS will work with several partners in developing materials and in dissemination to the Latino community: ASPIRA, a non-profit organization committed to Latino youth issues, and Minority Women in Science (MWIS). Members of AWIS, throughout its 76 local chapters, will distribute materials and assist in planning community-based events to reinforce the message of the materials. PRES AWDS FOR EXCELL IN SCI HRD EHR Didion, Catherine Association for Women in Science, Inc. DC Ruta Sevo Standard Grant 97034 1593 SMET 9178 0120878 November 1, 2001 DEM: FUTUREBOUND: Identification of Effective Strategies to Increase Placement and Success of Women in Science and Engineering. University of Arizona (UA) in partnership with Pima Community College (PCC; a multi-campus institution) proposes a comprehensive program to increase the enrollment, retention, and graduation of women especially minority women of Hispanic and American Indian origins, in tracks leading to BS and graduate degrees in astronomy, biosciences, chemistry, physics, engineering and related fields. This project strengthens previous activities by 1) building on collaboration between PCC and UA science departments in research internship programs, extending these efforts to highlight the needs of women especially minority women students; 2) integrating community college level programs into UA's Women in Science and Engineering K-12 and university programs; 3) paying new attention to differences within groups and fields; and 4) identifying and initiating strategies for long-term institutional changes. PCC's multifaceted program will include 1) increasing recruitment; 2) individual student mentoring and academic advising; 3) enrichment efforts to strengthen students' preparedness and widen their knowledge of career choices; 4) improvement of institutional instructional and support programs focusing on interactive learning, classroom climate, enhanced outreach to high school science teachers, and coordination of minority and support programs; and 5) financial support for students. Activities at the UA will include new efforts to enhance students' motivation, performance and financial support and will foster their use of existing units serving minority and women undergraduates. Collaboration with the Graduate College and Women of Color Consortium will address advancement to graduate education. We will compare students' GPAs and progress towards BS and Graduate education for the target group to those of all PCC science and engineering students. The prime target group is women who have been consistently highlighted as most underrepresented and most difficult to retain and advance in science-related areas. We will address different needs and issues across fields and among groups, reflecting the multiple intersections of gender and ethnicity. The most underrepresented of all -- minority women, will be a special focus. Strategies that work with these populations can be applied to all students. The project offers a potential model for improving on articulation of community college students into four-year undergraduate and graduate institutions. Since nationally, community colleges are an entry into higher education particularly for women and minorities, increased articulation with a focus on science and engineering could increase participation of these groups at higher levels. RES ON GENDER IN SCI & ENGINE HRD EHR Reyes, Marie University of Arizona AZ Jolene K. Jesse Continuing grant 918268 1544 SMET 9178 7204 0120884 January 1, 2002 DEM Project PRISM. Project PRISM promotes the success and persistence of girls and ethnic minority students, particularly Native American students, through sustainable reform focusing on gender and cultural issues in secondary math and science classrooms and a university course for education students. The project is initiating changes that will increase the recruitment of women and ethnic minority practitioners into the SMET workforce. The target populations include pre-service teachers at Washington State University (WSU) and Lewis-Clark State College (LCSC), in-service teachers, counselors, and administrators from eight school districts, five of which serve the Colville Confederated Tribes (CCT), and CCT secondary students. This collaborative demonstration project uses a powerful, multi-faceted approach to achieve changes in teaching and curriculum and in student success. The project promotes an increased secondary teacher and counselor awareness of gender and cultural issues that affect the learning and persistence of students, particularly girls and Native American students, in science, math, engineering and technology (SMET) classrooms. It likewise stimulates commitment to inclusive teaching and curricula and facilitates ongoing reform. Teachers and counselors participate in interactive in-service development opportunities on gender, culture, and education and a summer institute focused on the process of SMET classroom and curriculum reform. Participants in faculty development components are supported in their revision and reform efforts by faculty learning communities. A university course for pre- and in-service teachers introduces students to issues of gender, culture, and science as well as foster increased computer skills and SMET teaching abilities. All faculty development components are designed and developed by teams of secondary and university faculty in cooperation with Colville Confederated Tribes (CCT) personnel and a CCT Advisory Council. Cultural awareness and appreciation events are ongoing at the schools serving CCT students. Through field trips, hands-on projects, community service projects, and career planning, CCT students are developing an increased awareness of and interest in careers, especially SMET careers, and increased persistence in the education necessary to succeed in those careers. Local leadership for and commitment to the project efforts are being developed, so that project components will be sustained after the life of the grant. Manuals detailing the faculty in-service workshops and the summer institute teaching and curriculum reform process will be produced and disseminated. The project is yielding important information on the efficacy of these intervention strategies incorporating both gender and cultural issues. In particular, it adds information to the knowledge base on the success of these strategies with Native American students, and especially Native American girls. RES ON GENDER IN SCI & ENGINE HRD EHR Cooper, Sandra Judy Meuth Washington State University WA Jolene K. Jesse Continuing grant 886505 1544 SMET 9178 9177 0122809 September 1, 2001 Tribal Colleges and Universities: Science, Mathematics, Engineering and Technology Enhancement. Project Summary Fort Peck Community College (FPCC), a tribal college, is located on the Fort Peck Reservation in northeastern Montana. FPCC provides academic and vocational programs and community service to the 10,000 members of the Assiniboine and Sioux tribes and area residents. In 1999-2000, FPCC had an average enrollment of 233 students. Approximately 85% of the students are Native American - nearly all are enrolled members of the Sioux and Assiniboine Tribes. In June 2000, there were 30 graduates with Associate Degrees. Of these, only 4 (13%) were in science, mathematics, engineering and technology (SMET) disciplines. Curriculum Enhancement: Objectives and Anticipated Outcomes 1-1. By Fall 2003, all entering students will be advised to enroll in appropriate levels of SMET courses based on assessment scores and previous achievement. 1-2. By Fall 2004, instructors will have integrated technology into 6 introductory SMET courses. 1-3. By Fall 2005, instructors will have integrated technology into 6 advanced SMET courses. Faculty Development: Objectives and Anticipated Outcomes 2-1. Each year, two SMET instructors will attend one regional or one national conference specifically focused on integrating technology into courses according to national standards. 2-2. By Spring 2005, all eight SMET instructors will have completed one semester of faculty exchange or sabbatical at another academic institution or national laboratory. 2-3. By Fall 2003, each SMET instructor will have designed and implemented a Web- based course based on national standards. Undergraduate Training: Objectives and Anticipated Outcomes 3-1. By Fall 2003, student enrollment in SMET courses will increase by 10%. 3-2. By Fall 2004, ten students will be selected for internship placement in local sites. 3-3. By Spring 2005, five students will graduate with SMET majors and/or transfers to four-year institutions. 3-4. By Spring 2006, five students will enter SMET careers. Expected Impact. This project will impact the college and reservation in several ways. Implementation of an appropriate system of assessment and student placement in beginning SMET classes will increase the completion rate to 70%. The addition of the computer laboratories and wireless communication will increase the FPCC capacity to offer additional SMET classes and research and increase enrollment in advanced SMET classes by 10%. As a result of the student internships, the percent of SMET majors entering math, science and technology careers is expected to increase by 10%. The students assigned to internships will become aware of career opportunities in math, science and computer technology especially in the region. The addition of the Web-based courses, especially advanced courses, will further increase enrollment and course completions. Involvement of the Advisory Committee will increase potential training and service opportunities. FPCC will enter into partnerships with tribal businesses and private companies for training and education especially in computer applications. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Shanley, James Fort Peck Community College MT Michael D. Fredenberg Cooperative Agreement 2306562 1744 SMET 9178 0000099 Other Applications NEC 0122965 October 1, 2001 Stone Child College SMET Planning Grant Application. Stone Child College NSF 01-61 Planning Grant Application Stone Child College National Science Foundation Tribal Colleges and Universities Program NSF 01-61 Project Summary PROJECT TITLE: SCC-SMET Institutional Planning Grant Project FUNDING SOURCE National Science Foundation PROJECT LOCATION Stone Child College, Rocky Boy's Indian Reservation, Montana LENGTH OF PROPOSED PROJECT January 1, 2002 - December 31, 2002 SHORT DESCRIPTION OF THE POPULATION TO BE SERVED BY THE PROJECT The proposal will serve primarily American Indian students currently attending or projected to attend Stone Child College. PROJECT OBJECTIVES The overall goal of our project is to ``to measurably increase'' the number of graduates in SMET and related fields at SCC by providing a high quality learning environment capable of meeting or exceeding the instruction received at four-year institutions. SCC is adamant in our belief that in order to attract more students into these disciplines, our instructional methodologies, as well as advanced teaching devices, are the key to induce student curiosity and eventual enrollment into SMET fields. By developing a five-year plan based on research, we believe we can successfully pursue other resources for the implementation of our SMET plan. Therefore, SCC has developed the following major objective which will guide us during this initial 12-month planning process: Major Project Objective During the project period of January 1, 2002 through December 31, 2002, SCC will develop a researched-based five-year institutional plan to enhance our SMET program as measured by internal and external evaluation results and the plan being formally adopted by the SCC Board of Regents prior to the end of the project period. COLLABORATIVE PARTNERS Stone Child College will coordinate this project with our Packard Foundation project, DoD project, MSEIP projects, as well as other proposed projects SCC has currently written and are awaiting approval/disapproval. TOTAL FUNDS REQUESTED $50,000. (NSF funds) PROPOSAL NO.: 0122965 PRINCIPAL INVESTIGATOR: Stamper, Edward INSTITUTION NAME: Stone Child College TITLE: Stone Child College SMET Planning Grant Application NSF RECEIVED DATE: 04/30/2001 TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Stamper, Edward Ligia Arango Stone Child College MT Victor A. Santiago Standard Grant 50000 1744 SMET 9178 0122968 November 1, 2001 Planning Grant for Restructuring Math Delivery Systems at Fort Belknap College. Planning Grant for Restructuring Math Delivery Systems at Fort Belknap College The goal of this project is to develop a comprehensive plan for increasing student success in mathematics at Fort Belknap College (FBC). The college will achieve this goal through the successful completion of three specific project objectives. During the one-year planning period, project personnel will: (1)perform a thorough self-assessment of the current math curriculum in place at FBC; (2)conduct an in-depth review of alternative instructional methods, curricula and delivery systems that have proven successful with minority students (and, specifically, American Indians) across the country; and (3)develop a comprehensive planning document for designing and implementing a math program that addresses specific local and institutional needs, while incorporating best practices from model programs. The results of these planning efforts will provide the basis for developing an implementation/design proposal to be submitted under NSF's 2003 TCUP solicitation. Ms. Mary John Taylor, Dean of Academic Affairs, and Ms. Billie Jo Foote, Math/Science Instructor, will serve as co-principal investigators for the project. Fort Belknap College is requesting $50,000 to carry out this project over a 12-month period. PROPOSAL NO.: 0122968 PRINCIPAL INVESTIGATOR: Taylor, Mary INSTITUTION NAME: Fort Belknap College TITLE: Planning Grant for Restructuring Math Delivery Systems at Fort Belknap College NSF RECEIVED DATE: 04/30/2001 TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Taylor, Mary Billie Brown Fort Belknap College MT Victor A. Santiago Standard Grant 49999 1744 SMET 9178 0123059 October 1, 2001 Planning Grant for SMET Opportunities at College of Menominee Nation. A number of opportunities exist for COLLEGE OF MENOMINEE NATION that require further development of SMET programs currently offered at the College. To forward its 8,000 years of stewardship and expertise in sustainable forest management, the Menominee Nation is committed to ensuring that future generations are prepared as stewards well-schooled in sound sciences and best practices in Menominee autochthony. Our challenge is to assure that quality in SMET education is commensurate with that stewardship. COLLEGE OF MENOMINEE NATION will enhance student opportunities in science, math, engineering and technology through a planning process that will provide assessment of the SMET infrastructure and the development of an institutional plan to enhance its SMET program. The process will also assess the needs of the communities on the Menominee Reservation, as well as the Oneida, Mohican and Potowatomi Nations and neighboring non-Indian communities to determine the constellation of SMET programs that will promote sustainable development in the communities of northeastern Wisconsin. In addition, assessment of the current math offerings as a necessary interface is a priority. We envision such an analysis as the key to our delivery of student research opportunities in eco-toxicology, environmental science and environmental health. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Fowler, Verna Holly Youngbear-Tibbetts College of the Menominee Nation WI Victor A. Santiago Standard Grant 50000 1744 SMET 9178 0123121 September 1, 2001 The Fond du Lac Tribal Technology and Science Infrastructure Project. This project was developed as a result of a technology and science planning process that Fond du Lac Tribal and Community College (FDLTCC) initiated in 2000 and is still continuing. This planning effort involved a large number of college and community stakeholder groups and provided both the underlying concepts for this proposal as well as the outline for specific curriculum programs and hardware/software infrastructure needs. The project proposed has several interrelated elements. High performance computing assets, including Internet2 hookup, cluster installation, and visualization panels, are put into place to support both curriculum and research agendas. The research agenda is centered in ongoing research efforts at the college in environmental science, soil mapping, computational science, and information technology (IT). The research effort is designed to provide students with experience in research, experience with the collaborative research environment, and experimential activities related to what they are studying. The grant also proposes to build a partnership with the University of Minnesota's Laboratory for Computational Science and Engineering, both to provide help with constructing the high performance infrastructure, as well as a research agenda that will involve students in computational science, physics, and other SMET-related curriculum areas. Other collaborative efforts will be implemented with current partners involved in FDLTCC research projects. At the proposed project's heart are curriculum development and implementation activities designed to not only build on the enhanced research projects, but to also initiate new SMET degrees. Research with FDLTCC's target student population has indicated that these degrees and a one-year certificate program will increase the number of Native American students majoring in SMET-related programs. These degrees are all designed to launch a new curriculum track design, which provides a core of Information Technology courses that students can use to build either baccalaureate or associate degrees in a number of different disciplines. The degrees and certificate initiated through the project will include: A GIS/GPS certificate which can be earned in conjunction with the environmental science, computer science, and law enforcement associate degrees; a baccalaureate in computer science with the IT core; an associate degree in E-Crime and Computer Security that can be earned with the IT core, the GIS/GPS certificate, and the college's current Minnesota Transfer or Law Enforcement associate degrees in order to complete the requirements for a baccalaureate. The new IT core will also be available to baccalaureate students in Elementary Education at FDLTCC. By the end of the grant, enrollment in these curriculum areas will support continuation of each program based on the timetable described in the grant. The last two elements of the grant include the plan to develop an associate degree online for students located at FDLTCC's Augsburg Offsite program that serves the Native American community in St. Paul/Minneapolis. This effort will also use the high performance computing resources built through the project. SMET related faculty and staff development activities are also included designed to increase IT sophistication at FDLTCC as well as to increase the number of MS and Ph.D.-qualified faculty in SMET-related areas. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Davis, Tom Ted Wetherbee Andrew Wold Michael Gillespie Fond du Lac Tribal and Community College MN Lura J. Chase Cooperative Agreement 2456041 1744 SMET 9178 0123131 September 1, 2001 Expanding SMET Higher Education for Native Americans in the 21st Century. Southwestern Indian Polytechnic Institute (SIPI) in partnership with the National Science Foundation will increase the number of Native Americans matriculating into science, mathematics, engineering and technology (SMET) baccalaureate programs and/or entering the science and technology workforce. This will be accomplished through a comprehensive program, irVision-21le which includes: a) curriculum development in calculus, physics and chemistry; b) standards-based faculty development in problem-solving instructional strategies and in the use of instructional technologies; c) two-year student experiences in research; and, c) an expanded program for networking professionals leading to industry certification to address the need for information technology workers in Native American communities. The project is designed to improve student-learning outcomes in calculus, physics, and chemistry. Students will participate in inquiry-based learning strategies delivered through a technology-enriched curriculum that is delivered/facilitated by a skilled faculty. Native American undergraduates will also participate in meaningful research experiences that will lead to improved diverse career opportunities, particularly in the SMET fields. Students will learn and write about the research process, and develop presentations for professional student forums. This is a learning experience that is rarely afforded to two-year undergraduates. Finally to address the need for certified information technology professionals in the U.S., and especially among Tribal Nations, SIPI will expand its networking training program, allowing for industry certification. Project staff in collaboration with faculty will develop an extensive evaluation and assessment program. Staff will encourage and monitor student enrollment and success in college courses that will prepare students for science, mathematics, engineering and technology careers. Curricula products will be packaged and shared with Native serving institutions, and evaluation and assessment results will be electronically disseminated. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Lujan, James Ronald Hooks Jerry Simmons Southwestern Indian Polytechnic Institute NM Lura J. Chase Cooperative Agreement 2500000 1744 SMET 9178 0000099 Other Applications NEC 0123147 September 1, 2001 Hutlee Umyuarchdelee. The Hutlee/Umyuarchdelee proposal (Athabascan/Yupik words for leader, boss, a good thinker)is a five-year project based on a hybrid of models with proven success in educating minoritystudents. The project will include academic enhancement for gatekeeper math and sciencecourses integrating active learning pedagogies, intensive sessions, and relevant ways of learningfor Native students. To sustain student success the project will provide faculty "sponsorship," vigilant student support skills, incorporate a "Master Learner" curriculum to strengthen students-social contexts, and integrate job shadowing and internships with industry and Native organizations. The Interior-Aleutians Campus and Bristol Bay Campus service area comprises 235,000 squaremiles and 74% Native population. Less than .5% of the students enrolling through these two campuses are full time students. Recruiting students from 90 (of Alaska's 220) villages, this project proposes to enroll five cohorts in a two-year village-based program. Through course work and intensive weeklong sessions during the semester as well as intensive math summer sessions, student cohorts will build an academic learning community. This learning community will carry on after students complete project coursework and transition to urban-based four-year SMET degree programs. Strategic goals of this project are: * To increase Alaska Native participation and success in SMET degree gatekeeper courses. * To significantly increase the number of Alaska Native students who pursue baccalaureate degrees in SMET disciplines or enter SMET careers. * To develop a collaborative program among the University of Alaska Campuses, industry, and Tribal organizations to strengthen SMET academic infrastructure for Alaska Native students. * To provide faculty and students with the tools and education to actively use technology in academic courses. The Hutlee/Umyuarchdelee method of delivering gatekeeper math and science courses will include curricular enhancements that employ active learning pedagogies and include a holistic pedagogical philosophy. Methods of curricular enhancements are: * Additional faculty contact time extending math courses from three to five days by adding math labs which integrate methods for active learning such as hands-on manipulatives. * Six and eight weeks summer math intensives with relevant industry internships. * Weeklong semester-based intensive sessions that integrate academics, problem solving, and Master Learner curricular activities. * Building a student cohort academic learning community. Potential impacts of the Hutlee/Umyuarchdelee project are: * To develop SMET knowledgeable Alaska Native engineers. * To develop SMET knowledgeable Alaska Native leaders who will participate in making decisions about tribal lands that will forever change the lifestyles, economics, and existence of rural Alaskan communities. * To develop curricula and a delivery model which will impact not only students and communities affected though this program, extend to other SMET students in different geographical areas. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Johnson, Clara Julie Maier University of Alaska Fairbanks Campus AK Lura J. Chase Cooperative Agreement 2026592 1744 SMET 9178 0123149 September 1, 2001 Sustained Economic Growth of the Oglala Lakota Nation through Development of the Technological Infrastructure. Oglala Lakota College (OLC) is a tribally controlled and community governed four-year academic institution with 1300 students located in ten college centers across the Pine Ridge Reservation in South Dakota (SD). The student base is approximately 90% American Indian. As one of six NSF-designated Model Institutions for Excellence (MIE), OLC has developed the infrastructure to offer Science, Engineering, Math and Technology (SMET) degrees and increase the number of Native Americans continuing on to graduate school. We currently have general collaboration agreements with the SD School of Mines & Technology (SDSM&T) and SD State University. Since 1995, the MIE Program at OLC has developed five new accredited degrees in the SMET areas. Presently the Oglala Lakota Nation is forced to outsource all analytical work to off- reservation labs due to the lack of qualified facilities and expertise. Our long-term goal is to train a pool of highly skilled scientists and lab technicians who will serve their communities as self-employed entrepreneurs or hired employees. Also, one of the major shortcomings of our SMET programs is the lack of lab facilities with modern analytical equipment. This creates a disadvantage for our students at every level of their career. We propose a multifaceted approach to develop the technological infrastructure of our institution and the reservation as a whole. We will build a research center housing several federal and state certified labs that will provide us with the capacity to conduct research and routine analytical work in the areas of chemistry, environmental science, and biology. Collaboration agreements with three faculty members at SDSM&T and Black Hills State University in these areas are procured for this proposal. We will actively seek partnerships with tribal agencies to provide research and analytic services. This insures that a significant portion of the funding allocated by tribal agencies would be re-infused into the reservation economy. This would also sustain the project beyond NSF funding. Our faculty and students will be trained on the equipment by the collaborators and through industrial short courses, workshops and seminars. Both collaborators and faculty will initiate research projects involving our students utilizing the new equipment. We will strengthen our curriculum by developing new analytical lab classes and by enhancing existing sciencecourses. Finally, students and faculty will reach out to reservation communities to help them address their concerns about economic development and the environment. Students and faculty will also teach SMET classes at reservation schools and will open up the labs for teachers and students to stimulate scientific knowledge and curiosity . TEACHER ENHANCEMENT PROGRAM TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Phelps, Stacy Adel Heriba Oglala Lakota College SD Lura J. Chase Cooperative Agreement 2833000 7300 1744 SMET 9178 0000099 Other Applications NEC 0123214 September 1, 2001 Northwest Indian College TCUP Project. The mission of Northwest Indian College (NWIC) is to provide post-secondary educational opportunities for Native Americans that is sensitive to their worldviews, background, and academic needs and goals, and prepare them for the challenges of leadership in their tribal communities. In addition to providing effective opportunities for students to develop academic competence, the NWIC mission is to infuse students with clear communication skills, critical thinking skills, and a developed sense of civic responsibility. The Northwest Indian College Division of Math and Science is proposing implementation of a SMET learning community educational plan that begins with entering freshman and supports them through to the completion of an AA or AS degree. The first-year goal of this program would be to generate student interest and growth toward further education in math and science. Building on this foundation, the overall goal would be to have these students then obtain associates and baccalaureate degrees in science or math-related fields. The first year would be a "developmental year" for students whose test scores indicate that this is necessary. (Note: The majority of students entering NWIC would have test scores reflecting this need. It is often the lack of a growth or preparation period that contributes to student failure in math and science.) During the first year, the plan would be as follows: * Each eligible student would enter into an integrated academic group or cohort. * A testing specialist would evaluate math and science competencies for each student. * All students would be enrolled in the following courses: Public Speaking, Introduction to Computers, Native American History/Philosophy, and Introduction to Successful Learning during fall quarter and throughout their first (or developmental) year. These courses, which are required for graduation from Northwest Indian College, would be fully integrated among each other while also being integrated with introductory science and math courses in which students are placed according to their initial test scores. Example: The cohort would be assigned a relevant science topic such as iswater quality.lo Individually and as a group, students would research the topic, using math to compute statistics, the Internet to find background material and group discussions to enhance individual research. Students would give oral and written presentations using the principles discussed in the cohort instruction. (Note: A somewhat different form of this schedule and approach has been used successfully with our NSF funded Tribal Environmental and Natural Resource Management program (TENRM). The result has been much higher than average retention and completion for students lacking needed skills.) By combining required courses where NWIC students typically do well (i.e. Speech), with developmental science and math courses, students will be more likely to successfully complete essential coursework for graduation. Northwest Indian College students have demonstrated they must be immersed in their culture, history, and philosophy if they are to effectively understand and build upon their role inthe Native communities. The college knows they must also develop the science and math skills necessary to help their culture survive and intends to meet these needs by offering introductory science and math courses fully integrated with curriculum related to Native culture, history, and philosophy. As they build increased self-esteem while finding success in the classroom, students will recognize their capacity to do science and math. They will then feel comfortable pursuing further science and math-related courses as they eventually enter baccalaureate programs and the SMET workforce. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Williams, Ted Northwest Indian College WA Lura J. Chase Cooperative Agreement 2341054 1744 SMET 9178 0000099 Other Applications NEC 0123215 October 1, 2001 Dull Knife Memorial College TCUP Planning Grant. The purpose of this planning grant is to conduct an assessment of Dull Knife Memorial College's SMET curriculum and infrastructure in order to develop an institutional SMET action plan that will be used as the basis for a full TCUP grant to be submitted by May 2002. In addition, the College will develop assessment instruments to determine the effectiveness of its SMET instructional programs and to develop a system to track SMET graduates that transfer to 4-year colleges and universities. The planning period will be for 12 months and will include three phases: Phase 1 (October 1, 2001 - December 15, 2001) assessment of SMET infrastructure. Phase 2 (January 1, 2002 - May 1, 2002) development of institutional plan and full TCUP proposal. Phase 3 (August 15, 2002 - September 30, 2002) development of assessment instruments. By the end of the grant period Dull Knife will have developed an assessment of its SMET programs, developed an institutional plan to enhance its SMET program, submitted a full TCUP grant, developed instruments to evaluate its SMET courses, and developed a student tracking system. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Littlebear, Richard Robert Madsen Jerred Seveyka Chief Dull Knife Memorial College MT Victor A. Santiago Standard Grant 45406 1744 SMET 9178 0123235 September 1, 2001 Faculty And Curriculum Enhancement Project. Statement of Objectives. The Fort Berthold Community College Technology and Instruction Enhancement Project is proposed to increase the numbers and persistence of American Indian SMET majors and potential majors - The technology infrastructure of the college will be strengthened by expanded band width and high tech access for students, faculty and staff. - The SMET curriculum will integrate constructivist methods and technology applications to improve SMET student learning outcomes and persistence rates. - The college faculty and staff will build teaching and learning capacities through constructivist methodologies and techniques and technology applications. - American Indian SMET students persistence will be increased by 10% per year through a student retention model called Family Based Education. - SMET students will have expanded internships and community service placements, workforce placement and transfer opportunities through formal community outreach relationships. Methods to be Employed. The Technology and Instruction Enhancement Project of Fort Berthold Community College will focus on the recruitment and retention of American Indian Students toward graduation and transfer or workforce placement. First, the technology infrastructure will be expanded by improving the band width to speed up and broaden technology capacities. The student access to high tech equipment and applications will include the additionof high tech laboratories for student learning Web-conferencing capacities will be installed in theMentor Sites in three remote satellite campus locations. Second, constructivist teaching/learning methods and techniques that heightened student experiential learning and active discovery based activity; and increased technology applications will be integrated across the curriculum. The computer science networking program will deliver professional certificationsand two full time faculty members will make this a technology centerpiece in the curriculum. Third, the curriculum and college services will be vastly improved through faculty and staff development opportunities in constructivist teaching/learning methods and technology applications. Faculty development opportunities will include individual professional conferences and mini-grants for research projects that involve SMET student interns as assistants. Fourth, to improve student retention rates, the student services division will acquire a full time retention officer to implement an aggressive, pro-active retention strategy called the Family Based Education Model. Pressure points in the family based American Indian students lives are identified and through a team analysis, referral and intervention strategies are prescribed to each student itat-risk.ln Community outreach will expand SMET student opportunities for internship and community service placements. Project Outcomes. The project outcome will be increased American Indian SMET student retention rates, 10% increases annually during the project period. The technology infrastructure will advance according to campus-wide plans. The faculty and staff will have long term capacities and skills reflecting constructivist methods and technology applications. The Family Based Education Model will have intervened with at-risk SMET students, to heighten retention rates. Broad-based community relationships will support SMET majors and graduates and the college as an educational institution. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Baker-Big Back, Clarice Fort Berthold Community College ND Michael D. Fredenberg Cooperative Agreement 2388733 1744 SMET 9178 0000099 Other Applications NEC 0123236 September 15, 2001 Sitting Bull College Planning for Improvement in Science & Mathematics. This planning project is designed to improve mathematics science and learning opportunities for Sitting Bull College students, "to each according to his/her needs". The planning process will identify the needs of four distinct groups of students. Group one: students whose career fields do not require extensive mathematics and science preparation. Group two: students entering science and engineering fields. Group three: students entering fields such as human services and business where mathematic curriculum can be taught to make use of quantitative methods in decision making. Group four: students entering the elementary and middle school teaching, and must be aware of North and South Dakota performance standards. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Ressler, Koreen Sitting Bull College ND Lura J. Chase Standard Grant 50000 1744 SMET 9178 0123238 January 1, 2002 ADVANCE Leadership Award. This Leadership Award is to recognize and support the role of Prof. Richmond in increasing the participation and advancement of women in the chemical sciences through her leadership role in COACh. The funds will allow her to maintain her very active research program at the University of Oregon while providing her with more time to direct the COACh activities at a level appropriate for the demands and needs of women chemists, chemical engineers, and the chemical community in this country. Over the past twenty years the number of women getting undergraduate degrees in chemistry, entering graduate school in chemistry and obtaining doctorate degrees in chemistry has been increasing. Women currently receive ca. 41% of the bachelor's degrees and almost one-third of the Ph.Ds granted in this field. Unfortunately, this increased number of women in the pipeline is not resulting in the significant changes in the chemical workforce that many had predicted. This is particularly noticeable in the academic workforce. Women make up approximately 16% of chemistry faculty in four-year colleges and less than 10% of the chemistry faculty at doctoral granting institutions. Given the profound role of academic institutions in shaping the workforce in the chemical sciences and the expectations of future, efforts to enhance the numbers, success, and visibility of women chemists in academia are essential to improving the participation of women in the broader chemical sciences workforce. With the anticipated high turn-over in faculty positions in the coming decade, it is imperative that swift action be taken to assure that underrepresented groups are actively recruited and promoted into these vacated positions to produce a more balanced representation of gender and race in academia in the chemical sciences. COACh was developed in response to these concerns. This project is supported by the NSF ADVANCE Program. The overall mission of the ADVANCE Program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. ADVANCE - LEADERSHIP HRD EHR Richmond, Geraldine University of Oregon Eugene OR Laura Kramer Standard Grant 185000 1739 OTHR 1739 0000 0123244 September 1, 2001 Planning Grant For Assessment And Improvement Of Alaska's Tribally-controlled College's Science, Mathematics, Engineering And Technology Programs. Ilisagvik College in Barrow, Alaska is the lead college in the Consortium for Alaska Native Higher Education, Inc. (CANHE), a non-profit group of Alaska Native organizations creating and supporting new Alaska Native-serving colleges in Alaska. CANHE was established, in part, because only 4% of Alaska Natives (1990) have achieved baccalaureate degrees. Alaska Natives are poorly represented as students in Science, Mathematics, Engineering, and Technology (SMET) programs in Alaska's universities and colleges, as teachers in the Alaska schools, and in the occupations requiring these skills. Data on Alaska Native higher education achievement is not well collected. It is obvious to Alaska natives, however, that different techniques must be used to attract and retain Native and rural students in SMET programs than those used for years by the state university. Ilisagvik will serve as the lead and mentor institution for the planning and assessment effort over the10 months of the project. Ilisagvik will engage a project manager to conduct the assessment. A CANHE member task force will create a mission statement defining the planning goals, priorities and project milestones. An external advisory board will be chaired by Dr. Edna MacLean, the president of Ilisagvik College, and will review the planning effort and evaluate the progress. The task force and manager will gather data from each of the six members and examine their missions, their long-term goals and priorities. The regional needs and strengths will become part of the CANHE SMET master plan which will include the colleges' resources, governance, culture, technology requirements, and funding strategies. The plan will include assessment of faculty needed and the skills available for staff instruction, and inventory the technology requirements and the infrastructure support needed in each region. Beyond the specific benefits of the assessment to Ilisagvik College, the benefits will multiply by involving all the CANHE members in the process and the ultimate implementation of the plan. The group will design practical cost-effective methods to create, expand and collaboratively improve SMET programs for the dispersed potential student body including collaboration with other regions, some centralizing support activities, and integrating incentives to be involved for faculty and students. Given the vast roadless distances between communities, the primitive state of rural Alaska telecommunications and information infrastructure and the high cost of such services when available, there are numerous problems of distance delivery to be identified, understood and resolved. Ilisagvik developed a new Information Technology A.A.S. curriculum and acquired some of the infrastructure to carry out the classes through previous funding from NSF, the American Association of Community Colleges, the M. J. Murdock Foundation, and the Microsoft Corporation. Other programs are being developed by CANHE members. These assets can be shared across the state to improve SMET delivery. Collectively the colleges can register a greater number of students for these courses from the multi-regional Native student body and deliver them with a smaller number of faculty also taking administrative advantages of cross-registration benefits. The data, assessment, and draft plan will be reviewed with the board and organizational leadership of each regional colleges prior to adoption to affirm, and modified if required, so that it addresses the needs, direction and resources of each region. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Helfferich, Merritt Edna MacLean Ilisagvik College AK Lura J. Chase Standard Grant 49989 1744 SMET 9178 0123247 October 1, 2001 Leech Lake Tribal College Technology Planning Project. The proposed project will establish a SMET task force to assess the current state of the math/science program and its facilities at Leech Lake Tribal College in order to identify current strengths and weaknesses. The project will also involve conducting surveys to determine student enrollment, completion, interest in, and satisfaction of students with relationship to SMET programs. In addition, the project will serve to identify issues LLTC students face when they transfer to four-year institutions, and to identify programmatic trends and opportunities to which the college should respond. The project will identify: State and federal funding opportunities for SMET programs; Bridges-type programs that are available to faculty and students; regional research programs that could involve faculty and students; online SMET-content courses that are available to faculty and students. As a result of the above, a set of goals will be identified and a SMET development plan will be drafted to target identified department needs, partnership opportunities with schools, regional, tribal and other baccalaureate and graduate-degree institutions, private sector, and federal agencies. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Ross, Lenee Valkyrie PenDragon Leech Lake Tribal College MN Lura J. Chase Standard Grant 50000 1744 SMET 9178 0123454 September 1, 2002 ADVANCE Leadership Award. This award supports the development and implementation of a workshop for prospective and current female professors in science and engineering fields as part of the NSF ADVANCE Leadership Awards Program by a group of researchers from the George Washington University and Gallaudet University who have collaborated for the past five years on projects to increase the numbers of women and other underrepresented minorities in advanced Science, Engineering and Mathematics (SEM) careers. Using experience from earlier efforts to bring together students from different institutions, large and small, local and far away, specialized communities (e.g. women's colleges, historically black colleges and universities (HBCUs) and comprehensive, to consider and be prepared for graduate school in science, engineering and math (SEM), the PIs propose to develop and run a similar workshop for potential and current female faculty members in SEM. The proposed activity will benefit from the pipeline created by the FORWARD program: participants from this program started in 1997 will be reaching graduation and the stage of securing a faculty position within the proposed timeline of the award. Participation will be solicited from across the country and will feature speakers from successful programs and careers in SEM. This project is supported by the NSF ADVANCE Program. The overall mission of the ADVANCE Program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. ADVANCE - LEADERSHIP HRD EHR Sorensen, Charlene David Snyder Gallaudet University DC Laura Kramer Standard Grant 80943 1739 OTHR 9251 1739 0000 0123493 October 1, 2001 ADVANCE Leadership Award. The proposed activity aims to improve the recruitment and retention of women in engineering academia and to enhance career development of women engineering academics by addressing publications in refereed scholarly journals. This project will develop a CD ROM that demystifies the journal publication process. The CD ROM will contain both text material and digital video. An overview of how the system works and the differences, both in procedure and in impact, of journal articles, journal short papers, journal notes, refereed proceedings and book chapters will be documented in clear and general terms. How the editorial board of a journal operates from editor-in-chief down to individual reviewers will be explained with suggestions on how to become involved with a journal in an editorial capacity. Then, a set of best practices case studies that follow engineering papers from first submittal through publication will be included. These will take the user through the review and revision process step by step and at least one case study will involve a rejected paper that is successfully transformed for another journal. The video clips will provide comments and discussion by article authors, journal editors and reviewers, using women engineering academics where possible. While the focus is on journal papers, this CD ROM will assist the users in developing other peer reviewed publications including proposals. Dissemination will be in two phases and will be aligned with assessment efforts involving surveys and interviews. This project will benefit a large number of women academics and potential academics by addressing an issue vital to scholarly success. This project is supported by the NSF ADVANCE Program. The overall mission of the ADVANCE Program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. ADVANCE - LEADERSHIP HRD EHR Smith, Alice Auburn University AL Jessie A. Dearo Standard Grant 175000 1739 OTHR 9251 9150 7218 1739 0000 0123532 October 1, 2001 ADVANCE Institutional Transformation Award. The goal of this project is to contribute to the development of a national science and engineering academic workforce that includes the full participation of women in all levels of faculty and academic administration, particularly at the senior academic ranks, through the transformation of institutional practices, policies, climate and culture. The Georgia Institute of Technology (Georgia Tech) proposes an integrated approach to institutional factors that will support the full participation and advancement of women, and provide a model of best practices, in academic science and engineering. Georgia Tech will build upon previous activities and momentum for the advancement of women. The Georgia Tech ADVANCE team includes: the Provost and the Deans, faculty, and campus leaders from four cooperating Colleges: Computing, Engineering, Sciences, and Ivan Allen College, representing a full range of science and engineering fields. Through this project, Georgia Tech will emphasize organizational features and factors that shape outcomes for women in science and engineering, and will clarify and portray the ways in which resources, processes of evaluation, organizational culture and climate, including leadership, and family policies affect the full participation and advancement of women by field, career-stage, and family/parental status. In doing so, they will address critical transitions to senior status, and the meaning of full participation in academic science and engineering. Proposed activities include1) creating an inter-college network of termed professorships that promotes the goals of ADVANCE; 2) institutionalizing a formal training process for committees involved in tenure and promotion; 3) collecting and using resource-allocation data for equity and development of best practices; 4) holding annual retreats of women faculty, provost, deans, and school chairs to review and refine goals and progress; and 5) strengthening and extending the scope and impact of family-friendly practices. This project is supported by the NSF ADVANCE Program. The overall mission of the ADVANCE Program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. ADVANCE - INSTITUTIONAL TRANSF HRD EHR Chameau, Jean-Lou Mary Fox Sue Rosser GA Tech Research Corporation - GA Institute of Technology GA Laura Kramer Cooperative Agreement 3702006 1738 OTHR 1738 0000 0123552 October 1, 2001 ADVANCE Institutional Transformation Award. The goal of this project is to contribute to the development of a national science and engineering academic workforce that includes the full participation of women in all levels of faculty and academic administration, particularly at the senior academic ranks, through the transformation of institutional practices, policies, climate and culture. The University of Washington (UW) recognizes the important contributions that women make in science, engineering, and mathematics (SEM), and the factors that still inhibit women's full participation. The University proposes to create the Center for Institutional Change (CIC) to design and implement programs to help eliminate obstacles to women's full participation and advancement in the SEM disciplines. Many of these challenges occur in departments, so changing departmental culture will be a part of the CIC mission. The CIC will focus on these issues in SEM on campus: Leadership development for chairs and deans Department cultural change Policy change Leadership development Short-term support program for faculty in times of transition The work of the CIC will seve all groups (men, women, underrepresented) and improve the environment for everyone in SEM. UW will share its experiences with other institutions, professional societies, and industrial partners that are addressing the issues of low representation of women faculty in engineering and science. A network will be established to facilitate dissemination, and UW will work with Boeing, Weyerhaeuser, CH2M Hill, and REI to share best practices. This project is supported by the NSF ADVANCE Program. The overall mission of the ADVANCE Program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. ADVANCE - INSTITUTIONAL TRANSF HRD EHR Cauce, Ana Mari Suzanne Brainard Ronald Irving Eve Riskin Joyce Yen University of Washington WA Laura Kramer Cooperative Agreement 3750000 1738 OTHR 1738 0000 0123571 January 1, 2002 ADVANCE Institutional Transformation Award. The goal of this project is to contribute to the development of a national science and engineering academic workforce that includes the full participation of women at all levels of faculty and academic leadership, particularly at the senior academic ranks, through the transformation of institutional practices, policies, climate and culture. The University of Michigan proposes to undertake three different types of interventions to improve the opportunities and circumstances of tenure-track women faculty in basic science and engineering fields. These include: (1) a campus climate initiative, which will focus on activities (e.g., workshops, focus groups, climate surveys, consultation on increasing pools of female applicants in searches) that have been identified, or will be created, and made available to any interested science or engineering unit (a department or college) throughout the University; (2) a gender equity resource fund, which will provide new types of direct support to individuals; and (3) a departmental transformation initiative, which will permit a sequenced program of activities to be developed and tailored to a small number of units on a competitive basis. This sequenced program (including internal review or self-study, goal-setting, and a series of targeted activities addressing recruitment, retention and/or climate issues) will enable a sustained, committed intervention within a single department, as well as provide a model of change for other institutional units. All three sets of programs will be evaluated by independent researchers. Evaluations will be conducted throughout the course of the Award, using both qualitative and quantitative methods. Results of early evaluations will be used to revise Programs. This multi-level program is designed to improve the campus environment for women faculty in science and engineering at the University of Michigan, and as a result to increase the successful recruitment, retention and promotion of tenure-track women faculty in basic science fields. The presence and success of these women faculty will in turn affect the expectations and attitudes of the many women and men who are graduate and undergraduate students in science and engineering fields. Many of these individuals will go on to have science and engineering careers themselves; because UM trains so many students, it is anticipated that the impact of this program will reach well beyond this university. Creation of a more equitable climate at UM will affect other campuses through the next generation of science and engineering faculty who will themselves train students, as well as non-academic work settings in which scientists and engineers trained at UM are employed. This project is supported by the NSF ADVANCE Program. The overall mission of the ADVANCE Program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. PROGRAM EVALUATION PROGRAM SUPPORT ADVANCE - INSTITUTIONAL TRANSF HRD EHR Stewart, Abigail David Munson Pamela Raymond James Woolliscroft Terrence McDonald University of Michigan Ann Arbor MI Jessie A. Dearo Cooperative Agreement 3946508 7261 1980 1738 OTHR 9177 1738 0000 0116000 Human Subjects 0123574 October 1, 2001 ADVANCE Leadership Award. This award supports the development of a new database of science and engineering department chairs and the development and administration of a comprehensive survey of department chairs. The department chairs survey will collect information about the respondents' personal and professional background, their career-related perceptions and attitudes, and the institutional setting of their department. This data will support detailed multivariate analysis examining the determinants of women's entry into, or lack of movement into, positions of departmental leadership. The lack of demographic data on department chairs and the processes by which they are chosen represents a significant gap in the knowledge about the progress of women in assuming a key academic leadership position. To address this gap in knowledge, project objectives are to develop and implement a department chairs survey and to construct a new database of demographic and career-related information on science and engineering department chairs. This study will help to achieve significant change by bringing to light the criteria and processes used to select chairs. Institutional accountability and presence of public data on the proportions of female chairs can make a profound difference in the level of attention paid to the appointments. Systemic change must include not only increasing leadership diversity in the upper administrative levels, but also at the local level (i.e., the department). The chair is also critical to initiating other change within the department. This project is jointly supported by the NSF ADVANCE Program and the National Institutes of Health. The overall mission of the ADVANCE Program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. ADVANCE - LEADERSHIP HRD EHR Niemeier, Debbie Kimberlee Shauman University of California-Davis CA Laura Kramer Standard Grant 200000 X988 1739 OTHR 1739 0000 0123581 January 1, 2002 ADVANCE Leadership Award. This award is to continue the work of Bryn Mawr College in the promotion and support of the next generation of women in the mathematical sciences. The award supports the outreach, mentoring, and research projects of Professor Rhonda Hughes of the Department of Mathematics. This effort builds on previous efforts of the Principal Investigator and the College, aims to further identify and replicate effective structures that promote the successful advancement of women mathematical scientists, so that they might eventually assume positions of leadership in the science, engineering, and mathematics community. A significant portion of the work involves collaboration with Professor Sylvia Bozeman of Spelman College, as well as cooperation between Spelman and Bryn Mawr Colleges. The activity involves four major components:(1)The EDGE Publication Program, which would provide for the broad dissemination of information about successful strategies for increasing the retention of women in graduate programs in mathematics, and supporting the advancement of their careers;(2)The Capacity Building Program for Women, which would establish a three-tiered mentoring program in order to increase the capacity of women to advance to positions of leadership in the academic community;(3) The EDGE Symposium 2003,which would provide a forum for identifying and disseminating information about institutional and individual paradigms that contribute to this advancement, and include an EDGE Reunion and mentoring workshops; and (4)The Re- search Program of the Principal Investigator, which would enable the Principal Investigator to intensify her research program in functional analysis and operator theory, and permit the increased involvement of undergraduate and graduate students in timely areas of mathematical research, with the long-range goal of their pursuing careers in the mathematical sciences. This project is supported by the National Institutes of Health through the NSF ADVANCE Program. The overall mission of the ADVANCE Program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. ADVANCE - LEADERSHIP HRD EHR Hughes, Rhonda Bryn Mawr College PA Jessie A. Dearo Standard Grant 187000 X988 1739 OTHR 1739 0000 0123582 September 1, 2002 ADVANCE Leadership Award. This award supports the development and implementation of a workshop for prospective and current female professors in science and engineering fields as part of the NSF ADVANCE Leadership Awards Program by a group of researchers from the George Washington University and Gallaudet University who have collaborated for the past five years on projects to increase the numbers of women and other underrepresented minorities in advanced Science, Engineering and Mathematics (SEM) careers. Using experience from earlier efforts to bring together students from different institutions, large and small, local and far away, specialized communities (e.g. women's colleges, historically black colleges and universities (HBCUs) and comprehensive, to consider and be prepared for graduate school in science, engineering and math (SEM), the PIs propose to develop and run a similar workshop for potential and current female faculty members in SEM. The proposed activity will benefit from the pipeline created by the FORWARD program: participants from this program started in 1997 will be reaching graduation and the stage of securing a faculty position within the proposed timeline of the award. Participation will be solicited from across the country and will feature speakers from successful programs and careers in SEM. This project is supported by the NSF ADVANCE Program. The overall mission of the ADVANCE Program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. ADVANCE - LEADERSHIP HRD EHR Mavriplis, Catherine Rachelle Heller George Washington University DC Laura Kramer Standard Grant 171227 1739 OTHR 9251 1739 0000 0123592 November 1, 2001 ADVANCE Leadership Award. This award provides support for reconfiguration and revitalization of a project called Women in Linguistics Mentoring Alliance (WILMA). WILMA was started in 1996 to provide women in linguistics with mentors to help them acquire general survival skills and guide them through the early stages of their careers, thus increasing the numbers of women in linguistics. WILMA grew out of discussions among members of COSWL (the Committee on the Status of Women in Linguistics) and others which indicated a need for consistent mentoring practices for women in linguistics. In this project a new program which makes use of the internet for identifying and arranging mentorships will be initiated. The goal is to create a self-sustaining website where women in linguistics can go to search for mentors who share their interests and attributes. Effective mentoring is critically important for academic advancement and personal development in any field of study. WILMA is based on a model that supplements rather than replaces other mentoring, on the premise that students and faculty benefit from exposure to a range of points of view and alternative responses to practical questions. There is also additional benefit to developing contacts beyond the home department and campus. Thus, the kind of mentoring provided through WILMA can be useful even to women lucky enough to have good mentors and advisors at their home institutions. This project is supported by the NSF ADVANCE Program. The overall mission of the ADVANCE Program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. ADVANCE - LEADERSHIP HRD EHR Macaulay, Monica University of Wisconsin-Madison WI Laura Kramer Standard Grant 31461 1739 OTHR 1739 0000 0123604 July 1, 2002 ADVANCE Leadership Award. This is a proposal to support an expansion of the Women in Science and Engineering (WISE) Project in the Women's and Gender Studies (WGS) Program at North Carolina State University. The WISE project promotes the advancement of women and people of color in science and engineering through the integration of women's studies into the undergraduate and graduate curriculum via faculty development seminars. The current proposal is for two years of funding to support companion seminars for interested faculty and graduate students. The immediate goals of the proposed seminar project are to foster community among the participants, address their interests in theory and research from women's studies, and promote informed conversation within science and engineering departments and classrooms. The long-term goals of the proposed seminar project are to provide an institutionally sustainable vehicle for the recruitment and retention of women and people of color as faculty and graduate students in science and engineering, promote the national dialogue about best practices in accomplishing this, and contribute new scholarship by and about women in science and engineering to the field of women's studies. This project is supported by the NSF ADVANCE Program. The overall mission of the ADVANCE Program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. ADVANCE - LEADERSHIP OFFICE OF MULTIDISCIPLINARY AC HRD EHR Wyer, Mary North Carolina State University NC Jessie A. Dearo Standard Grant 185000 1739 1253 OTHR 1739 0000 0123609 June 1, 2002 ADVANCE Institutional Transformation Award. The goal of this project is to contribute to the development of a national science and engineering academic workforce that includes the full participation of women in all levels of faculty and academic administration, particularly at the senior academic ranks, through the transformation of institutional practices, policies, climate and culture. With this award, Hunter College will design and implement a program to improve the institutional practices and culture that affect the hiring, retention, promotion, salary, and professional development of women in the natural and social sciences. As part of the largest public urban university in the nation, Hunter College will be a model for the other CUNY colleges and for urban public universities generally. Goals include: a) to develop, test, and disseminate measures for identifying, measuring, and reporting hidden and subtle, as well as visible and obvious, indicators of gender equity; b) to correct unintended institutional practices that work against the advancement of women scientists; c) to educate administrators and other evaluators, via workshops and training manuals, about inadvertent gender biases in evaluating and recognizing scientists' contributions and about strategies for equalizing men's and women's ability to advance; d) to develop interventions to advance junior and mid-level women scientists via a sponsorship program. This project is supported by the NSF ADVANCE Program. The overall mission of the ADVANCE Program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. ADVANCE - INSTITUTIONAL TRANSF RES ON GENDER IN SCI & ENGINE HRD EHR Valian, Virginia Shirley Raps Vita Rabinowitz CUNY Hunter College NY Jessie A. Dearo Cooperative Agreement 3950000 1738 1544 SMET OTHR 9178 1738 0000 0123622 January 1, 2002 ADVANCE Leadership Award. The problem of under-representation of women in engineering and sciences is critical. This is particularly true of senior women in engineering. To address this urgent problem of under-representation and to meet the marketplace demand for the technological workforce in the 21 st century, a program is proposed that provides for mentoring and leadership development. The aim of the Mentoring and Leadership Program is to sustain and broaden the existing initiatives at Syracuse University to promote the advancement of women faculty in engineering and sciences. Some of the existing initiatives are the brainchild of WISE, which the PI co-directs with the Dean of the College of Arts and Sciences, and others are the direct results of the PI's Meredith Professorship initiatives. The proposed Mentoring and Leadership Program will capitalize on the existing initiatives and will introduce new features that reflect current knowledge of leadership development. The ADVANCE Leadership Award will also enable the PI to maintain an active research program while she develops and implements initiatives aimed at the advancement of women students and faculty at Syracuse University. This project is supported by the NSF ADVANCE Program. The overall mission of the ADVANCE Program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. ADVANCE - LEADERSHIP HRD EHR Bhatia, Shobha Syracuse University NY Jessie A. Dearo Standard Grant 185000 1739 OTHR 1739 0000 0123636 January 1, 2002 ADVANCE Institutional Transformation Award. The goal of this project is to contribute to the development of a national science and engineering academic workforce that includes the full participation of women in all levels of faculty and academic administration, particularly at the senior academic ranks, through the transformation of institutional practices, policies, climate and culture. Through the Leadership Education for Advancement and Promotion Program (LEAP), the University of Colorado seeks to transform the makeup of the science and engineering faculties at the University of Colorado, Boulder, and to increase the number of women trained in the scientific, mathematical, engineering, and technology (SMET) disciplines serving in key administrative positions. The University of Colorado, Boulder seeks to improve the environment for all faculty members, by improving the level of managerial and leadership skills possessed by the faculty. Providing all the tools needed to work effectively will reduce the stresses commonly associated with achieving tenure. LEAP will therefore accelerate the promotion rate of women faculty by increasing retention rates and making their environment more supportive. The program is designed to keep faculty members on track for tenure, to identify potential leaders, and to give people more leadership opportunities. The program is designed to work with efforts already underway at the University of Colorado. Formative evaluation of the program will maximize the effectiveness of the funds used over the lifetime of the program. At the end of the five-year period the University of Colorado, Boulder expects to have more women in leadership positions in the University. In addition, they will have trained a cadre of faculty better able to pursue long term change, and have developed an effective way to continue to train faculty for success. This program will permanently impact the institution and the changes it initiates will be self-sustainable through internal support. This project is supported by the NSF ADVANCE Program. The overall mission of the ADVANCE Program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. ADVANCE - INSTITUTIONAL TRANSF CROSS-DIRECTORATE ACTIV PROGR HRD EHR Rankin, Patricia Carol Lynch Joyce Nielsen Todd Gleeson Tin Tin Su University of Colorado at Boulder CO Kelly M. Mack Cooperative Agreement 3581254 1738 1397 OTHR 1738 0000 0123654 October 1, 2001 ADVANCE Institutional Transformation Award. The goal of this project is to contribute to the development of a national science and engineering academic workforce that includes the full participation of women in all levels of faculty and academic administration, particularly at the senior academic ranks, through the transformation of institutional practices, policies, climate and culture. The Unviersity of Puerto Rico, Hamacao proposes to implement a five year program to increase the participation and advancement of women in the natural and social sciences. The University of Puerto Rico (UPR), Humacao Campus is an undergraduate institution with approximately 4,300 students; 99% of Puerto Rican origin and 65% women. For years UPR has had one of the highest rates of recruitment and graduation of undergraduate women in science, mathematics, and engineering in the United States. At the Humacao campus, 68% of the students in the Biology and Chemistry programs and 50% in Mathematics are women. In Physics, the only program with a minority of women the number has increased to 26% after the efforts of the last 7 years. Although the number of women in science is high compared to universities in the US mainland, women are still underrepresented in the faculty and do not advance to the highest academic ranks at the same rate of male faculty. The proposed project includes the following activities: Investigate the causes and consequences of the participation of women in science in the UPR-Humacao to develop strategies that can be used in UPR and elsewhere. Identify problems that inhibit the advancement of women faculty and determine how they might differ between universities in Puerto Rico and other US universities. Set-up a coordinated campus effort to revise procedures, and to define and implement policies and practices for the recruitment, retention and advancement of faculty to increase the participation and advancement of women faculty. Set-up training for new faculty on career transitions, including on gender related issues and how to advance in academic positions.. Set-up training for administrators on approaches to improving gender equality and diversity. Increase the recruitment of women in Physics and Electronics and Computational Mathematics by providing scholarships for graduate studies (with funds from UPR-H) to talented students. UPR-H will carry out an assessment and evaluation program on the proposed activities throughout the project to develop short and longterm interventions, and to measure the effectiveness of the proposed approach. The program will serve as a model for other Hispanic universities, both in Puerto Rico and elsewhere in the US. This project is supported by the NSF ADVANCE Program. The overall mission of the ADVANCE Program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. ADVANCE - INSTITUTIONAL TRANSF HRD EHR Ramos, Idalia Sara BenÝtez University of Puerto Rico at Humacao PR Kelly M. Mack Cooperative Agreement 3108958 1738 OTHR 9150 1738 0000 0123659 November 1, 2001 ADVANCE Leadership Award. The primary goal of this proposal is to create a self-sustaining mentoring program for women in the Department of Biology at Arizona State University. SWIS will be based on a vertical integration scheme where faculty, postdoctoral fellows, graduate students and undergraduates work together in a mentoring network to foster the advancement of women in biological research careers. The project is based upon two key observations. First, in the Biology Department, they have numerous unconnected resources that have not been used to the full advantage of mentoring women, particularly at the graduate and undergraduate level. With this proposal, they plan to consolidate resources in the Department and connect pre-existing resources in such a way that new opportunities for growth and mentoring will be created. Second, although the ASU Biology women faculty are leaders in their field and have been extremely successful at mentoring individual students, no one faculty member has sufficient time and energy to create a self-sustaining organization such as the proposed SWIS program. The SWIS program has 2 components: the development of a mentoring network through a seminar series and invited seminar speakers, and the development of a mentoring workshop focused on issues pertaining to the successful recruiting and retaining of women in science careers. The former is seen as a mechanism to concentrate the efforts of individual women in the Biology Department, and the later as a mechanism to promote permanent cultural change. This project is supported by the National Institutes of Health through the NSF ADVANCE Program. The overall mission of the ADVANCE Program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. HRD EHR Hofmann, Gretchen Allison Whitmer Arizona State University AZ Jessie A. Dearo Standard Grant 185175 X988 OTHR 1739 0000 0123666 January 1, 2002 ADVANCE Institutional Transformation Award. The goal of this project is to contribute to the development of a national science and engineering academic workforce that includes the full participation of women at all levels of faculty and academic leadership, particularly at the senior academic ranks, through the transformation of institutional practices, policies, climate and culture. This proposal presents a comprehensive, multi-layered approach addressing the institutional barriers inhibiting the progress of women in science and engineering. The research questions to be addressed are 1) what are the climate-related factors, barriers, attitudes, and experiences of women in science and engineering at UW-Madison, 2) to what extent are the current programs and the proposed initiatives successful in addressing these factors, 3) to what extent can the eventual institutional transformation model be replicated and extended to other campuses. A National Women in Science and Engineering Leadership Institute (WISELI) will be established to centralize collected data, monitor the success of the proposed efforts, implement a longitudinal data system, and ensure dissemination of best practices. In addition to establishing WISELI as a visible entity with campus-wide endorsement, new initiatives will include national workshops for academic women as well as chairs and deans; establishing 10 professorships/chairs to support the advancement of women in science and engineering in the Chancellor's endowment goals; awarding Life Cycle Research Grants at vulnerable career junctures; sponsoring Celebrating Women in Science and Engineering Seminar Series. Existing programs such as the Chancellor's Climate Initiative, dual-career hiring programs, the Women Faculty Mentoring Program, the Committee on Women, Sexual Harassment Information Sessions, and Gender Pay Equity studies will be evaluated for effectiveness and modified as needed for women in science and engineering. While the proposed project focuses on sustainable institutional change, it incorporates interventions to foster networking, mentoring, and role modeling for women graduate and postdoctoral trainees with the goal of filling the academic pipeline. Evaluation, directed by the Learning through Evaluation, Adaptation, and Dissemination (LEAD) Center, will be on-going and will inform development and redirection of initiatives in an iterative process of implementation, evaluation, and modification. Complementing the evaluation, an ethnographic study and linguistic discourse analysis will be conducted by a cultural anthropologist and linguist, respectively. The Chancellor has committed to making the program sustainable beyond the funding period by continuing support for a research position dedicated to the institutional study of the status of women, the endowed professorships, and planned efforts to raise funds to make WISELI a permanent element of the campus. The UW-Madison has all of the scientific, historical, administrative, and cultural ingredients to make it an ideal campus to develop and study innovative initiatives for true institutional change for women in science, both locally and as a model for other campuses. The overall mission of the ADVANCE Program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. ADVANCE - INSTITUTIONAL TRANSF HRD EHR Carnes, Mary Jo Handelsman University of Wisconsin-Madison WI Jessie A. Dearo Cooperative Agreement 3748973 1738 OTHR 1738 0000 0123669 October 1, 2001 ADVANCE Leadership Award. The PIs propose to educate women geoscientists on the barriers to their progress in academia and on strategies to overcome those barriers. Their goal is to increase the proportion of women in geoscience tenure track and tenured positions in academia in the United States. Project objectives are to: 1) determine the current status of women in academia through a survey of geoscience departments in the United States, 2) conduct focus groups and surveys of students, tenured and untenured faculty and non-tenure track faculty at national geoscience meetings to determine what is the perception of barriers to women's progress in the field, 3) hold a 1-day workshop to investigate the causes of the low representation of women in academic geoscience positions in the United States, and 4) Disseminate the information to geoscience students, junior faculty and to academic administrators to educate women students and faculty on strategies to overcome barriers, encourage women to pursue academic geoscience careers and teach administrators how to recruit and retain qualified women in geoscience. This approach to increasing women's representation in the geosciences takes a 'supply-side' or mentoring approach, with a focus on teaching women what they need to know to become (i) educated in the field without discrimination, (ii) to negotiate salaries and contracts, and (iii) to find out what is required to achieve tenure at their institutions. This project is supported by the NSF ADVANCE Program. The overall mission of the ADVANCE Program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. ADVANCE - LEADERSHIP GEOSCIENCE EDUCATION EDUCATION AND HUMAN RESOURCES HRD EHR Holmes, Mary Anne Suzanne O'Connell Annabelle Foos University of Nebraska-Lincoln NE Laura Kramer Standard Grant 272224 1739 1733 1575 OTHR 9150 1739 0000 0123681 January 1, 2002 ADVANCE Leadership Award. Over the past thirty years Spelman College has made great strides in its efforts to increase the number of women and the number of African American students who complete bachelor's degrees in mathematics and who enter into and persist in graduate programs in the sciences, mathematics and engineering. Those efforts have resulted in a greater understanding of the academic training and early professional development needs, and the support mechanisms required to attract these students into the higher levels of academic excellence and academic leadership. It has also resulted in a cadre of women faculty who hold leadership positions throughout the SEM areas in their own disciplines. The current ADVANCE project intends to capitalize on past success by pursuing the following goals: a. Use scholarly writings to disseminate information regarding support structures aimed at increasing retention among women in graduate mathematics programs; and information on support mechanisms to advance the careers of women in the scientific community. b. Facilitate the transition of the PI back to a full-time research and teaching position following a period of long-term leadership in efforts to expand the pipeline of academic leaders in SEM areas. c. Increase the capacity of women to assume academic positions in higher education as mathematicians and to advance to leadership roles in the science, engineering and mathematics academic community, with a particular emphasis on minority women. This project is supported by the NSF ADVANCE Program. The overall mission of the ADVANCE Program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. ADVANCE - LEADERSHIP HRD EHR Bozeman, Sylvia Spelman College GA Laura Kramer Standard Grant 185000 1739 OTHR 1739 0000 0123682 October 1, 2001 ADVANCE Institutional Transformation Award. The goal of this project is to contribute to the development of a national science and engineering academic workforce that includes the full participation of women in all levels of faculty and academic administration, particularly at the senior academic ranks through the transformation of institutional practices, policies, climate and culture. The central administration of UCI is committed to diversity and equity and realizes that to maintain and increase its competitive edge the problems contributing to the low representation of women in academic science and engineering need to be addressed. This sense of urgency is compounded by the impending growth of the campus as a result of 'Tidal Wave II'. With the influx of new students comes a rare opportunity to hire up to 50 new faculty, which added to the turnover in hiring, results in a projection of more than 80 new hires a year for the next decade. UCI intends to seize this opportunity to transform UCI into a diverse campus with flexible approaches and innovative solutions to problems that affect both science and the training of the workforce of the future. UCI's goals are: to increase the recruitment of women into Science, Mathematics, Engineering and Technology (SMET) disciplines, provide a network of support and guidance through to tenure, monitor progress by collecting and analyzing data about the objective and subjective aspects of equity, promote networking and mentoring activities for tenured women to ensure that they develop to their fullest potential, including facilitating nominations for awards at the local, national and international levels. To accomplish these goals, UCI will appoint a senior faculty member as an Equity Advisor in each of the 8 SMET schools, to tailor an equity program for that school that meets its particular needs. Their involvement in recruiting will include assisting search committees to develop diverse candidate pools containing highly qualified women. They will also set up a mentoring program for junior faculty based on a successful UCI model. To increase awareness among administrators and search committees of the ways in which our judgment of individuals is altered by their gender, UCI will make use of workshops successfully implemented in the corporate world by one of the faculty. To encourage networking among women scientists, UCI will organize a series of scientific conferences, focused on different scientific disciplines, at which women scientists will be invited to speak about their research. Workshops will allow an exploration of the issues standing in the way of full participation of women in academia, and all faculty, students, and postdoctoral fellows will be invited to participate. Finally, to provide a tangible demonstration of the value of activities that promote gender equity, UCI will establish two ADVANCE Chairs, to be awarded to tenured faculty in the sciences with both excellent academic credentials as well as demonstrated commitment to gender equity. These Chairs will be continued after the period of the grant by funds raised from private donations. To evaluate the success of these strategies, UCI's annual self-assessment surveys will be complemented by two assessments by external evaluators to be conducted in years three and five. This project is supported by the NSF ADVANCE Program. The overall mission of the ADVANCE Program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. ADVANCE - INSTITUTIONAL TRANSF HRD EHR Bryant, Susan Herbert Killackey University of California-Irvine CA Jessie A. Dearo Cooperative Agreement 3453391 1738 OTHR 1738 0000 0123690 January 1, 2002 ADVANCE Institutional Transformation Award. The goal of this project is to contribute to the development of a national science and engineering academic workforce that includes the full participation of women in all levels of faculty and academic administration, particularly at the senior academic ranks, through the transformation of institutional practices, policies, climate and culture. New Mexico State University proposes a five year program to increase by 20 percent (net) the overall number of women in faculty science, math, and engineering tenure-track positions. NMSU is a public, land-grant university with a research focus, diverse student body, and commitment to minority participation in science, mathematics, and engineering (SME). NMSU's program of institutional transformation seeks to create an environment which supports the advancement of women SME faculty to leadership positions in the professoriate and in academic administration. Under this program, a Committee on the Status of Women in SME will form the central administrative unit to bring about these changes. The Committee will include the associate deans of the Colleges of Agriculture and Home Economics, Arts and Sciences, Engineering, and the Graduate School, department heads and senior faculty from departments within these colleges, and key advisory personnel with experience in diversity issues in higher education. The NMSU Committee on the Status of Women in SME will: (1) conduct a self-study of the current status of women in SME faculty positions at NMSU and institutionalize an annual review of the status of women faculty at NMSU to insure gains made toward equity under this program continue after the grant period; (2) distribute research, travel, and start-up funds with the goal of recruiting and retaining women SME faculty; (3) establish an endowment and long-term funding campaign to provide financial resources to sustain ADVANCE initiatives after the grant period ends; (4) coordinate Faculty Development and Visiting Scholar programs; (5) serve as consultants to SME Departmental Faculty Search Committees; (6) disseminate programmatic results within NMSU and at professional conferences. As a Hispanic serving institution, NMSU will also encourage participation in SME fields among under- represented ethnic groups. This project is supported by the NSF ADVANCE Program. The overall mission of the ADVANCE Program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. EXP PROG TO STIM COMP RES ADVANCE - INSTITUTIONAL TRANSF HRD EHR Sterling, Tracy Kenneth Paap Richard Hills LeRoy Daugherty Josephine DeLeon New Mexico State University NM Kelly M. Mack Cooperative Agreement 3747075 9150 1738 OTHR 9150 1738 0000 0123697 January 1, 2002 ADVANCE Leadership Award. The Association for Women in Science (AWIS) is a recognized national leader and innovator in developing mentoring and leadership programs. AWIS proposes to build on a previous project on academic climate funded by the Sloan Foundation. This project developed surveys for assessing the institutional climate for undergraduate students, graduate students, and faculty. In addition to surveys, site visit protocols were developed for campus visits. Nine central issues for faculty emerged from this work: (1) Recruitment, hiring, and retention; (2) Tenure and promotion; (3) Dual careers; (4) Family and work; (5) communication; (6) Mentoring faculty; (7) Mentoring students; (8) Informal networking and socializing; and (9) Career development. Recommendations were developed to address these issues and sample model policies were collected. AWIS has been involved in the dissemination of these materials for the past three years. Recently, with the MIT Report, the demand has outpaced the ability of AWIS to supply materials on an individual basis. AWIS proposes to develop an on-line Institutional Climate Assessment Kit that institutions can use to implement their own programs. In addition to the kit, AWIS will have a section on Model Academic Policies that address many of the nine topics listed above and a bi-weekly on-line column that tackles these issues. As a result of the proposed project, AWIS anticipates three clear and realistic outcomes, including (1) An institutional Climate Assessment Kit that will provide an evaluated and tested model for replication by the institutions; (2) Model Academic Policies that can be used by science societies and institutions; and (3) explicit professional science society linkages that will facilitate replication and sustainability of the project. This project is supported by the National Institutes of Health through the NSF ADVANCE Program. The overall mission of the ADVANCE Program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers HRD EHR Didion, Catherine Helen Davies Association for Women in Science, Inc. DC Jessie A. Dearo Standard Grant 70000 X988 OTHR 1739 0000 0124198 October 1, 2001 Program for Persons with Disabilities - PPD: RASEM Squared: Advanced Regional Alliance of Science, Engineering, and Mathematics for Students with Disabilities. Proposal # HRD-0124198 Institution: New Mexico State University Principal Investigators: William McCarthy and Ed Misquez Title: RASEM Squared ABSTRACT New Mexico State University will be the lead institution for a Regional Alliance for Students with Disabilities in Science, Mathematics, Engineering, and Technology (SMET). The project, entitled RASEM Squared (or RASEM 2), is based on the successes of an earlier project named RASEM (Regional Alliance For Science, Engineering, and Mathematics for Students with Disabilities) funded by NSF. The project's primary goal over the five years of the program is to increase the number of students with disabilities who graduate with baccalaureate degrees leading directly to graduate training or to employment in their desired fields. To achieve these goals, RASEM 2 is instituting a comprehensive educational approach composed of six innovative actions, five previously field-tested by RASEM and an additional one that prepares faculty for full participation of students with disabilities in SMET curricula. The actions will affect students throughout the education continuum from K-12, through community colleges, and to universities in New Mexico and far west Texas. The six actions are: 1. Hands-on science experiences in pre-college science education environments. 2. Formal research experiences as undergraduates and graduates. 3. Preparation of faculty for full participation of students with disabilities in a SMET curricula. 4. Bridge programs between academic levels. 5. Mentoring by successful SMET professionals and SMET students with disabilities. 6. Securing co-op, summer internships, and professional employment. Each of the six actions will be evaluated using outcome measures that provide evidence of the program's efficacy. The RASEM 2 Alliance is made up of numerous entities in New Mexico (seventeen 2-year community colleges, six 4-year colleges and universities, and nine school district regional center cooperatives) and West Texas (two universities and two educational service centers representing school districts). The Alliance also includes two national laboratories, the statewide agencies serving people with disabilities, and a national organization for the advancement of science. These entities are located in a region that has a broad spectrum of culturally diverse, economically impoverished constituencies of students with disabilities and student families. RASEM 2 project coordinators in three sub-regions will work to strengthen existing ties (or develop new ones) with public schools in their areas. They will facilitate efforts to provide a bridge between public schools and higher education institutions and promote summer programs in their geographical areas. RES IN DISABILITIES ED HRD EHR McCarthy, William Joseph Misquez New Mexico State University NM Mark H. Leddy Cooperative Agreement 4141269 1545 SMET 9178 0124841 September 1, 2001 Pikuni Integration of Instructional Technology into Academics. Native Americans continue to be vastly underrepresented in the SMET fields, especially in Information Technology disciplines, and as educators (NCES, 1998). This proposal seeks to address the chronic underrepresentation of American Indian graduates in SMET education in a variety of ways. The primary goals of the proposal are: a) to increase the enrollment of Native American students into SMET disciplines, b) increase the numbers of Native American graduates from SMET fields, especially in education, c) develop the SMET research infrastructure at Blackfeet Community College, and d) build up the Information Technology program at Blackfeet College as the funding force behind the first two goals. Several objectives will be implemented as these goals are realized. New SMET faculty positions will be created and funded in part through the proposal. The collaborative ties between Blackfeet Community College (BCC), and Montana State University-Northern will be strengthened. These two partners will develop a joint curriculum in Information Technology that is friendly to Native American students. The Information Technology degree program at BCC will be enhanced with new courses, new capabilities, and additional personnel. Professional development activities will be conducted for the entire BCC faculty for the purpose of integrating IT across the curriculum. Key SMET programs at BCC, such as the Ethnobotanical Greenhouse, the Weather and Water Lab, and the DNA Mapping Lab, will be targeted as IT supported research areas, and student interns will be funded to help with the research. Research internships will also be set up at MSU-Northern for American Indians who transfer into baccalaureate degree programs in SMET and IT education. A series of Summer Session BRIDGE activities for Blackfeet Reservation high school and college students will be jointly hosted by BCC and MSU-Northern at the MSU-Northern campus in Havre. This is an ambitious project that will serve as a model for others who desire to use some or all of the various activities that this proposal will encompass. The PIITA project will be a five year, $2 million dollar effort that will significantly impact the numbers of American Indian students graduating with SMET related degrees. Specifically, the project staff will assist at least 30 American Indian students to graduate with baccalaureate degrees in SMET fields of study, with an emphasis toward IT and education, during the next five years. These graduates will effectively raise the pool of American Indian IT educators in Montana by 500 percent or more. The proposal has provisions for retaining an external evaluator, and nominal support for an advisory committee. The eight member advisory committee will be recruited from educators and administrators from BCC, MSU-Northern, school disricts in the Blackfeet Reservation area, other Montana tribal colleges, and from the Blackfeet Community. The evaluator and the committee will meet quarterly with the project PI's. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Salois, John Beverly Atwell Blackfeet Community College MT Lura J. Chase Cooperative Agreement 2461249 1744 SMET 9178 0000099 Other Applications NEC 0128850 September 1, 2001 The Digital Opportunity Partnership: Linking the IT Industry with Minority-Serving Institutions. The Information Technology Association of America (ITAA), the nation's leading IT association representing more than 500 corporate members from the information technology industry, proposes a pilot initiative to establish a framework for substantial engagement of its member companies with a core group of minority-serving institutions representing the more than 105 Hispanic Serving Institutions, 203 Historically Black Colleges and Universities, and 32 Tribal Colleges and Universities across the U.S. This effort will be directly responsive to the recommendations of the bipartisan Commission on the Advancement of Women and Minorities in Science, Engineering and Technology (CAWMSET) with respect to improving access to and the quality of higher education for groups underrepresented in science, engineering, and technology. The broad goal is to link the resources and expertise of ITAA and its members with those minority-serving institutions demonstrating the commitment and capacity to improve the technological and pedagogical infrastructure devoted to student learning, faculty and student research, and administrative processes. Through this initiative, ITAA will pursue two major activities: 1. Assist in developing and implementing customized campus technology plans for specific schools through: a) Identification, assessment, and refinement of user needs; b) Recommendation and technical assistance in procurement of baseline systems and technology 2. Provide knowledge enhancement activities through: a) Student and faculty internships in ITAA member firms b) Recommendation of specific curricular and research activity enhancements c) E-mentoring of students, faculty, and administrators d) ITAA practitioners-on-loan as potential academic and administrative consultants The ITAA project will complement other NSF grants, including EDUCAUSE (Award # 9980537) and the Council on Competitiveness (Award# 0110028). This project will also build upon the quality assurance provided by merit review of proposals submitted to the HBCU-UP and TCUP programs at NSF. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Bynum, Marjorie Information Technology Assoc. of America VA Lura J. Chase Standard Grant 249509 1744 SMET 9178 0129901 September 15, 2001 PGE/DEM Edge to Edge - Giving All Girls "The Edge" They Need. Today's Solutions in partnership with the Girl Scouts-Lone Star Council are using a planning grant to build a strong regional and national collaboration with Texas community colleges and five additional Girl Scout councils. The Council is building on a technology curriculum project pilot called "The Edge." The original pilot program was developed for girls ages 6-17 and delivered primarily to elementary and middle school girls. The plan is to modify "The Edge" to address the needs of high school age girls, undergraduate women and women desiring an entry level technology job. The large project will focus on those in rural Texas counties, girls within the 200% of poverty level and girls that have English as a second language, to increase their technology skills and their interest in going to college. Austin Community College distance learning, St. Edward's University, University of Texas and the IC2 institute are eager to partner with Girl Scouts - Lone Star Council . The Council served 12,839 girls and 6,598 adults in fiscal year 99-00. RES ON GENDER IN SCI & ENGINE HRD EHR Woodward, Kathryn LCN, Inc. dba Today's Solutions TX Ruta Sevo Standard Grant 30000 1544 SMET 9178 0130459 August 15, 2002 Compact-AGEP Partnership (CAP). COMPACT-AGEP PARTNERSHIP This proposal seeks to expand a pilot project begun two years ago between the Minority Graduate Education (MGE) program and the Compact for Faculty Diversity's Institute on Teaching and Mentoring. The proposed project would continue and expand Institute participation to all AGEP programs, as well as provide the full array of program activities and services that have contributed significantly to the Compact' s success. The Compact is a nationwide program initiated in 1994 involving three regional organizations, the New England Board of Higher Education (NEBHE), the Southern Regional Education Board (SREB), and the Western Interstate Commission for Higher Education (WICHE). The goal of the program is simple; to increase the number of minority graduate students who earn the doctoral degree and seek careers as college and university faculty. Extending the experiences of the pilot group to scholars in every AGEP program and expanding the services these scholars receive is what this initiative will accomplish. Specifically, the proposed Compact/AGEP partnership will achieve two broad goals: 1) provide AGEP scholars with knowledge, skills, academic mentoring, and support that will increase the likelihood of success in graduate school; and 2) enhance preparation for a career as a college or university faculty member. The project has five key objectives: Objective 1: To provide an array of direct support services to AGEP scholars that will increase the likelihood of completion of the doctoral degree. These services include regular contact by staff; review of student progress and grades; a newsletter; academic counseling and advocacy; mentoring, and professional development opportunities. Objective 2: To provide training in skills and techniques of succeeding in a Ph.D. program in SEM. Objective 3: To prepare AGEP scholars for successful transition from graduate school to a faculty position. Objective 4: To provide expanded networking and academic community building support to AGEP scholars. Objective 5: To provide training to the faculty mentors of AGEP scholars in effective mentoring techniques and practices. The Compact's annual Institute on Teaching and Mentoring is clearly the "centerpiecel" of Compact activity. This three-day, fall meeting of more than 500 participants provide a forum for students and faculty mentors to discuss issues critical to success at the doctoral level. Attendees participate in workshops and seminars that range from how to survive graduate school to what is expected of a junior faculty member, with particular attention given to enhancing research, teaching, and mentoring skills, career preparation, proposal writing, negotiating the first job, and networking. With the majority of Compact scholars representing science, engineering, and mathematics (SEM) disciplines, particular attention is paid to the issues specific to scholars and faculty. MINORITY GRADUATE EDUC ACTIVIT HRD EHR Abraham, Ansley Ken Pepion Southern Regional Education Board GA Lenell Allen Continuing grant 1630347 1515 SMET 9179 1515 0135616 March 1, 2002 Rural Systemic Initiatives in Science, Mathematics, and Technology Education - RSI: TCRSI Phase II - Implementation. The Blackfeet Community College-Rural Systemic Initiative (BCC-RSI) proposal is an outgrowth of an earlier effort; namely, the Tribal College-RSI that targeted a larger geographical area. Having been a part of the earlier challenge to coordinate systemic reform efforts for several Indian reservations in five states, BCC-RSI proposes to concentrate its reform efforts on the Blackfeet Reservation, which consists of approximately 1.5 million acres of land located in Glacier County in north central Montana. The current population on the reservation is approximately 9,000 people. Two separate school districts (Browning and Heart Butte) located within the boundaries of the reservation serve approximately 1,900 students. BCC-RSI proposes to service all of the three schools from the Heart Butte School District and five of eight schools from the Browning School District. Of these eight schools, the efforts of BCC-RSI would impact 98% of the K-8 Indian student population and 100% of the Indian high school students on the Blackfeet Reservation. The BCC-RSI proposes to continue to impact student achievement in schools on the reservation by promoting the NSF drivers in addition to addressing the social/cultural needs of the students and teachers that were identified during their development efforts. RURAL SYSTEMIC INITIATIVE PROG HRD EHR Salois, John Helen Augare Blackfeet Community College MT Lura J. Chase Cooperative Agreement 1250000 7366 SMET 9177 0136117 November 1, 2001 Development and Implementation of an Indicator Monitoring System for NSF's Historically Black Colleges and Universities Undergraduate Program [HBCU-UP]. Systemic Research, Inc. proposes to develop and implement a progress indicator monitoring system for the National Science Foundation's (NSF) Historically Black Colleges and Universities Undergraduate Program (HBCU-UP). Since the inception of the program in 1998, HBCU-UP has provided a foundationfor sustainable improvements of science, mathematics, engineering and technology (SMET) instructional and outreach programs. Along with other ethnic diversity continuum programs within NSF, the overarching goal of HBSU-UP is to increases the number of underrepresented ethnic minorities well prepared for participation and leadership in the SMET workforce. The program emphasized the implementation of comprehensive institutional approaches to strengthen SMET teaching and learning primarily focusing on improvement of access, retention, and graduation from undergraduate programs, including the transition between high school and college, 2- and 4- year colleges, undergraduate and graduate studies, and from college to the workplace. The Government Performance and Results Act (GPRA, 1993) mandates that Federal agencies account for program results; the HBSU program has been classified as part of undergraduate support for broadening participation with the primary goal of increasing the number of baccalaureate recipients. The HBCU-UP program also directly aims at the goals defined by the White House Initiative on Historically Black Colleges and Universities (November 1, 1993) , "sustainable improvements of science, mathematics, engineering and technology (SMET) instructional and outreach programs at Historically Black Colleges and Universities." Within the context of HBCU-UP goals and relevant GPRA requirements, Systemic Research proposes to develop and implement a HBCU-UP indicator monitoring system (IMS) based on HBCU-UP goals and objectives, project activities and components, and self-evaluation and assessment questions designed to assist in self-assessment of the individual sites' progress, as well as overall program effectiveness. The first year will be devoted to the design of the framework, development of prototype IMS instruments, and field-testing with selected HBCU sites. Beginning in the second year, the IMS instruments will be delivered to HBCUs during a workshop. The workshop will also be designed for institutional data managers to share ideas in indicator management and to enhance the integrity of collected data. The data collected during the second year will be compiled into a two volume Fact Book. Since 1995, Systemic Research has had extensive experience working with minority serving institutions, including a few HBCU's, through it's involvement in NSF's Model Institution for Excellence Program (MIE) funded by NSF and the National Aeronautics and Space Administration. Systemic Research developed a progress indicator database, MSET (MIE Self-Evaluation Template), based on a conceptual and operational framework for MIE program effectiveness. The MIE program goal is very similar to that of HBCU-UP: to strengthen the infrastructure of minority serving institutions (HBCUs, Hispanic Serving Institutions, and Tribal Colleges and Universities) in SMET education and undergraduate research, and to increase the number of students who pursue advanced SMET degrees. Systemic Research will disseminate a two volume HBCU Fact Book: one for overall progress, and the other for individual sites' progress. The published reports will be available in three formats: hard copy, CD-ROM, and web version. Systemic Research will also host a web site to promote communications and networking among the participating HBCUs. PROGRAM EVALUATION HIST BLACK COLLEGES AND UNIV HRD EHR Kim, Jason Systemic Research, Inc. MA Victor A. Santiago Continuing grant 500000 7261 1594 SMET 9178 0196499 May 1, 2001 PGE/SEP: Science is for Us: An after-school program for junior high school girls. RES ON GENDER IN SCI & ENGINE HRD EHR Roychoudhury, Anita Gerri Susan Mosley-Howard Ohio State University Research Foundation OH Margrete S. Klein Standard Grant 75630 1544 SMET 9177 0202169 September 1, 2002 Maryland Alliance for Graduate Education and the Professoriate. Project Summary The Maryland Alliance for Graduate Education and the Professoriate (MAGEP) is a coalition of three campuses of the University of Maryland dedicated to increasing the number of minorities who earn Ph.D.s in SEM fields. MAGEP has the further goal of preparing our students to be successful in their careers, with a focus on the professoritate. This alliance, led by the University of Maryland, Baltimore County (UMBC), is made up of the three state supported research universities in Maryland: UMBC, the University of Maryland, College Park (UMCP), and the University of Maryland, Baltimore (UMB). MAGEP embraces the notion that we must educate the whole person. Our comprehensive approach will foster excellence in education and research while providing emotional support, peer advising, group study, role models and mentoring. MAGEP builds on a number of initiatives at the undergraduate and graduate levels that have been quite successful on the individual campuses and within partnerships between some of the alliance institutions. The University System of Maryland (USM) Louis Stokes Alliance for Minority Participation (LSAMP), also led by UMBC in partnership with UMCP, the University of Maryland Eastern Shore (UMES) and the public community colleges, has more than doubled the number of bachelor's degrees awarded to minority science, mathematics, engineering and technology students from 201 to 502 during 1994-2000. Large numbers of these students continue on to graduate schools across the nation. The LSAMP provides partial support for the nationally recognized Meyerhoff Scholars program at UMBC. Both UMBC and UMCP have a large contingent of McNair Scholars who receive strong preparation for graduate school. UMCP has received recognition for its success in graduating minorities with Ph.D.s in SEM fields, including 3 African American women in mathematics in one year. In 1996, a minority graduate training program was initiated at UMBC, supported by a NIH National Institute of General Medical Sciences (NIGMS) grant. The Graduate Meyerhoff program is focused on biomedical science, and currently has four participating departments. Enrollment in the program has grown from 2 when the program started to 22 today. The Graduate Meyerhoff program has proven to be highly successful and has attracted excellent applicants. Our results demonstrate clearly that a comprehensive approach is successful at the graduate level. The programs and activities of MAGEP will be modeled after the Graduate Meyerhoff program and will incorporate best practices in diversifying graduate education from MAGEP and other universities. To achieve its goals, MAGEP will focus on the following specific and measurable objectives: 1) cultivating new graduate students: including not only increasing the numbers of applicants but also recruiting students with higher qualifications (GPA, undergraduate research experience); 2) retention through degree: increasing the rate of successful completion of the Ph.D. degree; 3) excellence in academic performance: providing support mechanisms to ensure outstanding classroom performance; 4) excellence in research performance: providing appropriate infrastructure and research opportunities to enhance research productivity (including publications and presentations); and 5) pursuit of careers in the professoriate: increasing the number of students who enter and thrive in academic careers by providing preparation in the issues and responsibilities that shape professional life in the academy. MAGEP will institute a comprehensive set of programs and activities that have proven to be effective in pilot efforts at MAGEP institutions and at others around the country. They are clustered into three areas: cultivating new students, building a supportive community, and professional development. Many of the programs span more than one of these areas. Each institution will participate in all of these programs and activities to some extent. However the emphasis on individual campuses will be tailored to the needs of the students and graduate programs. MINORITY GRADUATE EDUC ACTIVIT HRD EHR Johnson, Arthur Janet Rutledge University of Maryland Baltimore County MD Lenell Allen Cooperative Agreement 3146323 1515 SMET 9179 1515 0202171 September 1, 2002 The Central New York to Puerto Rico-Mayaguez (CNY-PR) Alliance for Graduate Education. 2. Project Summary: In this age of accelerated technological advances, increasing career specialization and extremely competitive job opportunities, society has a vested interest in promoting graduate and professional education as never before. The need for specialized knowledge and the acquisition of professional credentials place increasingly high demands on all college graduates, yet documented evidence shows that there exists a disparity in the opportunities for certain populations to gain access to programs conferring advanced degrees in science, mathematics and engineering (SME). Member institutions in the alliance spearheaded by Syracuse University with the collaboration of Rensselaer Polytechnic Institute, Cornell University, and Puerto Rico-Mayaguez called the Central New York to Puerto Rico-Mayagilez (CNY-PR) are prepared to confront the challenge of making graduate study more available to reportedly underrepresented populations. The CNY-PR alliance is based on mutual commitment to research experiences for undergraduate and graduate students, faculty development programs in an environment where recruitment, retention and mentoring are essential. The CNY-PR alliance brings valuable experience and resources for the enhancement of minority graduate education that will contribute to the diversification of the professoriate. The CNY-PR alliance goal is to use holistic approaches to substantially increase minority SME Ph.D. degree recipients entering academic positions. The CNY-PR alliance proposes the following objectives to achieve its goals: 0 Provide inter-institutional engaging research experiences for undergraduate and graduate students 0 Review and recommend innovative measures and guidelines for graduate admission criteria 0 Aggressively recruit and retain excellent minority students to ' the alliance institutions Provide multi-year funding package for accepted minority graduate students Expand professoriate and mentor training programs to alliance institutions Develop and implement continuous assessment tools to evaluate the alliance's objectives Each component of the program builds on the previous, creating a corridor the student moves through that motivates, guides, and supports from K-12 to Ph.D. to a successful career in academia or industry. The alliance institutions are excited about this program, and have begun laying the groundwork. External funding from industry is already being sought to ensure the continuous . MINORITY GRADUATE EDUC ACTIVIT HRD EHR Lee-Glauser, Gina Mark Glauser Syracuse University NY Lenell Allen Cooperative Agreement 2550000 1515 SMET 9179 9178 0000099 Other Applications NEC 0202174 September 1, 2002 AGEP: Iowa Alliance for Graduate Education and the Professoriate. Iowa Alliance for Graduate Education and the Professoriate Project Summary The Iowa Alliance for Graduate Education and the Professoriate, a group consisting of faculty in Science, Mathematics and Engineering and Technology (SMET) fields and administrators from all three Iowa State Regents Universities, requests five years of NSF funding under the Alliances for Graduate Education and the Professoriate program in partial support of a coordinated series of activities designed to recruit, retain and graduate a substantial number of underrepresented US minority graduate students in SME fields, as well as to change the culture at all three universities in order to guarantee real and permanent access to, through and from Alliance universities and programs. Support is requested for five major program areas: o Buildingpartnerships with minority-serving institutions o An Alliance Summer Research Experience Program for Minority Undergraduates o An Alliance Graduate Teaching Fellowship Program o An Alliance Graduate Student Summer Workshop o An Alliance Campus Awareness Program Partnerships with minority-serving institutions will be built and maintained by a series of yearly conferences in each of three regions in which Alliance universities have been active in recruiting. Undergraduate students from minority-serving institutions will be introduced to the programs and culture of the Alliance universities through anAlliance Summer Research program. Iowa State University and the University of Iowa will each provide support for five.41liance,Teaching Fellows during each year of the program. These five-year Teaching Fellowships will be made permanent at the end of the grant period. The University of Northern Iowa will provide support for two one-year Alliance Teaching Fellows through its teaching assistantship program. NSF will be asked to supplement these positions with an initial one-year traineeship. UNI Teaching Fellows will be encouraged to transfer to one of the other Alliance universities to complete work on the doctorate. A key role in all of this will be played by the Alliance Student Development Coordinator who, together with supporting student development staff at each of the three Alliance universities, will have primary responsibility for faculty and staff training; the development of programs and activities in and out of the classroom to enhance retention and the quest for excellence among students; and the development and administration of a system to assess the progress of the student development aspects of the program. The Director, together with faculty mentors and staff, will design and implement an introductory two-week Summer Workshop for incoming Teaching Fellows as well as academic-year programs designed to promote campus awareness, build community and ensure access. Career counseling and placement assistance will be provided for Fellows as they near the completion of the doctorate. Through these programs and in cooperation with other Alliance University programs and other AGEP Alliance and AMP programs, a substantial number of minority students will complete the doctorate in SME fields at Alliance universities beginning at the end of year five of this project and continuing in subsequent years. MINORITY GRADUATE EDUC ACTIVIT HRD EHR Loh, Wallace Philip Kutzko James Lubker George Jackson University of Iowa IA Lenell Allen Cooperative Agreement 2672861 1515 SMET 9179 9178 1515 0000099 Other Applications NEC 0202178 September 1, 2002 Graduate Alliance for Education in Louisiana. Graduate Alliance for Education in Louisiana PROJECT SUMMARY We propose to establish an alliance for increasing diversity in graduate education and the professoriate in Louisiana. Alliance partners will include Tulane and Louisiana State University (the two Carnegie Research I universities in the state and the institutions responsible for 94% of the minority doctoral degree production in the state between 1994-2001), Xavier University of Louisiana, Dillard University, and Southern University Baton Rouge and New Orleans. The Graduate Alliance for Education in Louisiana (GAELA) will build upon existing minority SME research training programs at these institutions, and develop new programs to encourage more minority students to pursue SME graduate education and academic careers. One of the goals of the GAELA project will be the early identification and nurturing of promising students during their undergraduate years. A concerted effort will be made to recruit doctoral fellows from participants in LS-LAMP, the College Fund - Xavier AMP, and other pre-graduate training programs in the state. We expect that the nurturing students receive in these programs, and the familiarity they gain working with faculty at Tulane and LSU will increase their chances of successfully completing their doctoral training. The second major goal of the GAELA Program will be to affect significant change in the culture of graduate education at the State of Louisiana's top research universities in order to significantly increase minority SME doctoral degree production. We have set a numerical goal of 45 Ph.D. per year by 2006, more than triple the 2001 annual output on minority doctoral degrees. The project has a strong component of recruitment and early exposure of students to academic career opportunities focused on participating HBCU's, and a variety of retention activities focused on the two graduate research institutions. The recruitment component consists of exposing students at HBCU's to study and academic career opportunities at LSU and Tulane through recruiting visits by LSU and Tulane faculty, annual recruitment fairs on Tulane and LSU campuses, and involving HBCU students in Tulane/LSU faculty-mentored research. We will establish GAELA campus programs at Xavier, Dillard, SUBR and SUNO to coordinate these activities. The retention component will consist of mentoring workshops for Tulane and LSU faculty, awarding research funds and professional travel grants to doctoral students that are making satisfactory progress toward completing their degrees, SME academic career training sessions, and #I survival sessions" for helping minority students cope with the majority graduate educational environment. MINORITY GRADUATE EDUC ACTIVIT HRD EHR Bernstein, Michael Henry Bart Su-Seng Pang Isiah Warner Calvin Mackie Tulane University LA Lenell Allen Cooperative Agreement 2595000 1515 SMET 9179 9178 9150 0204116 September 15, 2002 Evaluative Study of Model Institutions for Excellence [MIE] Based on MIE Self-Evaluation Template [MSET]. This project will combine summative and formative evaluation techniques to apply to completed Phase 1 and ongoing Phase 2 Model Institutions for Excellence awards. The evaluative study will interpret the quantitative and qualitative outcomes and the elements of the program that led to success or failure to accomplish the goals of the MIE program. The outcome of the study will be a document describing the successes and failures of the MIE projects, the factors that led to success and failure, and a summation of the MIE projects that can be used to guide other institutions in developing models to increase participation of under represented groups in SMET undergraduate and graduate programs. This research will be of value in determining how to assess and disseminate successful models that lead to institutional change in promoting the participation in SMET careers of under represented groups. MODEL INST OF EXCELL NON-RESER HRD EHR Kim, Jason Linda Crasco Systemic Research, Inc. MA Lura J. Chase Standard Grant 607419 1582 SMET 9177 7177 0205803 September 1, 2002 Center for Advanced Materials and Smart Structures. There is a keen interest in developing advanced ceramics and innovative composites for a wide variety of applications including structural components, energy-efficient environmental and thermal barriers, and high performance electronic and sensor materials. Structural ceramics have unique properties that can be used to great advantage in advanced high temperature applications (diesel engines, turbines). Innovative ceramic composites are also being developed for use in high-temperature applications, wear resistant materials, and novel sensor and smart structure applications. Smart ceramics and piezo ceramic patch sensors may be attached to the external surfaces of structures, or directly embedded within materials to provide in-situ measurements of structural behavior. Thin film oxide-based structures and ferroelectric perovskites, are needed for fabrication of electronic devices such as sensors, transducers, nanomagnetics, filters and non-volatile memories. This continuation proposal focuses on the basic science issues affecting both advanced structural ceramics and composites and electronic ceramic materials in a synergistic manner using innovative materials processing methods including nanoengineering. The subproject areas of particular interest to the Center for Advanced Materials and Smart Structures (CAMSS) include: o Nanoengineered and surface engineered coatings and materials (functionally gradient coatings, fuel cell materials,environmental and thermal barrier coatings, and metal-ceramic joining) o Nanocomposites and other innovative composites (nanostructured ceramic composite coatings, self-reinforced Si3N4 composites, nanomagnetics, and advanced oxide based fiber composites) and o Electronic and smart materials and structures (advanced electronic materials, novel sensor materials and health monitoring-smart structures) The proposed center continuation activity will develop strong research and education programs in the science and technology of nanostructured and other advanced materials. Nanoscale science and technology is expected to revolutionize next-generation technology ranging from structural materials to smart structures, microelectronics tomedicine. To position US industry strategically in a leadership role, we need to equip students with the multidisciplinary skills needed for nano and other innovative engineering fields. We seek to create a crossdisciplinary infrastructure that transcends departmental barriers and lends itself to the integration of research and education in this vital field of advanced materials and smart structures. The primary goals of this program are: (1) continue to promote advanced materials engineering as a unifying research and education discipline; (2) continue to develop multidisciplinary curricula for training the new generation of graduate students; and (3) continue to recruit talented undergraduate and graduate students from underrepresented groups into this field of immense technological importance. All the subproject areas of this continuation proposal listed above will emphasize the following aspects of advanced and nanocrystalline materials in a coherent way, utilizing the complementary skills of the research teams at NC A&T SU, NCSU, ORNL, industry and other educational partners: 1) synthesis and processing; 2) characterization (macro, micro and nano); 3) structure-property correlations; and 4) modeling. Research facilities associated with NSF/CREST, NCSU-NSF/Atomic Resolution Electron Microscope Facility, NSF/ERC -University of Florida (connectivity) and the ORNL/ High Temperature Materials Laboratory facilities will play a pivotal role in the research based training of these students. The NSF Atomic Resolution TEM Facility at NCSU under the direction of NCSU Co-PI (JN) represents a unique research facility in the country, where students can be trained in atomic-level characterization techniques that are essential for nanoengineering of novel materialsand structures. The above research facilities (mechanical test equipment, innovative processing facilities and various characterization facilities) will provide a unique platform to foster multidisciplinary approaches for integrating graduate education and research, recruiting minority graduate and undergraduate students, and introducing new course curricula in this field of vital importance. The results of these fundamental studies will be used to develop models to explain novel advanced materials and unusual properties of the nanostructured materials.The eventual aim of these activities will be to develop predictive tools for designing advanced and novel nanostructured materials with unique properties so that a knowledge base for "creating materials by design" will be established. Strong outreach and technical transfer efforts targeted towards the local and global community will also continue as a part of the center activity. CENTERS FOR RSCH EXCELL IN S&T HIST BLACK COLLEGES AND UNIV HRD EHR Sankar, Jagannathan North Carolina Agricultural & Technical State University NC Victor A. Santiago Cooperative Agreement 3871172 9131 1594 SMET 9179 9178 7218 7204 0206028 September 1, 2002 Center for Systems Science Research. During the last four years, Tennessee State University has established an interdisciplinary NSF CREST center, the Center for Systems Science Research (CSSR), which consists of components from mathematics, physics/astronomy, and electrical/mechanical engineering. Research niches have been firmly established in each of these areas and, at present, the existing research base has matured enough to permit continued significant contributions to the body of scientific knowledge. These science/engineering niches form the four research thrust components of this renewal proposal: (1) optimal and robust control (electrical engineering), (2) modeling of complex astrophysical systems (physics/astronomy), (3) large-scale stochastic dynamic systems (mathematics), and (4) modeling of complex flows (mechanical engineering). These four research components from diverse science/engineering disciplines seek to understand the behavior of complex physical systems by utilizing mathematical models. CSSR researchers in each thrust component have worked independently and side by side for the last four years, and fruitful collaborative interactions have resulted in cross discipline approaches to problem solving. The Center for Systems Science Research has as its primary goals (1) the establishment of a permanent research base at Tennessee State University which produces new knowledge and quality, publishable, peer-reviewed research relevant to NSF research goals and (2) the enhancement of participation and substantial involvement of minority students and faculty in SMET research areas. In reference to Goal 1, the TSU CREST Center has published 171 articles, 139 of these in refereed journals or conference proceedings, during its first four years. Each thrust area has produced significant new knowledge, e.g. the control systems group introduced the concept of controller "fragility" which resulted in a special session at the 1999 American Control Conference, the astrophysics group confirmed the existence of extra solar planets by discovering the first planet in the star system HD 20945,the applied math group has expanded the probabilistic analysis and computational methods for large-scale stochastic dynamic systems, and the CFD groups collaboration with the NSF ERC at Mississippi State University has resulted in a model which predicts the effects of icing on the aerodynamics and structural characteristics of aircraft. During the same time period, the pursuit of Goal 2 has resulted in the support and participation of 35 undergraduate and 7 graduate African-American students on average per year. During the past four years, support for both graduates and undergraduates has averaged over $200,000 per year for various combinations of tuition, fees, room and board, and stipends, and this same level of support is requested for the renewal period. The CREST Student Program Coordinator matches student participants with CREST researchers. Students present their work at the TSU University Wide Research Symposium and at the NSF/NASA/TSU Student Research Symposium. Students have also been co-authors with CREST researchers on journal/conference papers. Thus far eight underrepresented minority students have received their MS degrees, five of whom are now pursuing a Ph.D. In the Fall Semester, 2001 the university began enrollment of students in the newly established Ph.D. program in Computer Information Systems Engineering which is housed in the College of Engineering, Technology, and Computer Science. The NSF HRD CREST program was the catalyst that "fast-tracked" this initiative through the university, the Tennessee Board of Regents, and the Tennessee Higher Education Commission. CENTERS FOR RSCH EXCELL IN S&T HIST BLACK COLLEGES AND UNIV MINORITY GRADUATE EDUC ACTIVIT HRD EHR Keel, Leehyun Joel Eaton Sivapragasam Sathananthan Yong Tao Tennessee State University TN Patrick F. Mensah Cooperative Agreement 4146582 9131 1594 1515 SMET 9179 9178 7204 0000099 Other Applications NEC 0206162 September 1, 2002 CREST Center for Mesoscopic Modeling and Simulation. The NSF CREST Center for Mesoscopic Modeling and Simulation"(CMMS) will be established at the City College of the City University of New York (CUNY), in partnership with Hunter College of CUNY. The center will be reinforced by the active participation of CUNY diversity partners, Alliances for Graduate Education and the Professoriate and Louis Stokes Alliance for Minority Participation, and by key external scientific and educational outreach collaborations. The scientific focus of the proposed center will be devoted to physicochemical modeling, simulation and analysis at the mesoscale level of several distinct, but physically related, condensed matter and materials systems. The mission of CMMS will be to significantly advance scientific knowledge of complex mesoscopic condensed matter and materials systems and the capability for their simulation and to increase the numbers of persons from underrepresented groups entering research careers in areas related to CMMS's scientific focus. CMMS will bring together researchers from chemistry, physics engineering and computer science departments into five highly interdisciplinary research groups (IRGs), with each IRG responsible for one of the Center's five research subprojects/thrusts. All five IRGs will focus on mesoscale modeling and simulation of complex condensed matter without a crystal lattice structure. IRG I is concerned with polymeric materials interfaces. IRG II investigates soil as an unconsolidated granular material. IRG III concerns biomolecular electron transfer processes. IRG IV concerns large biomolecules in membranes. IRG V deals with superfluids. All of the IRG topics share the unifying and computationally challenging characteristics of multiscale phenomena, highly nonlinear behavior, nonequilibrium with the surroundings and complexity. The educational activities of CMMS for graduate students will include: specialized courses in mesoscopic modeling, interdisciplinary courses in computational science, seminars, internships and training in administration of the Beowulf cluster that will be the Center's primary student training machine. CMMS will also implement a multi-faceted diversity recruitment, retention and outreach plan. CENTERS FOR RSCH EXCELL IN S&T HRD EHR Watkins, Charles Joel Koplik Godfrey Gumbs James Hammonds CUNY City College NY Victor A. Santiago Cooperative Agreement 2266299 9131 SMET 9179 9178 7204 0000099 Other Applications NEC 0206200 September 1, 2002 CREST - Center for Tropical Applied Ecology and Conservation at the University of Puerto Rico-Rio Piedras. The CREST Center for Applied Ecology and Conservation is designed to create a research environment where multidisciplinary groups work together to solve the complex environmental problems facing the Neotropics. The major goal of the Center is to utilize our unique position within the Caribbean and strong ties with Central and South America to become a dominant research center in applied tropical ecology and conservation. To achieve this goal, we will promote research programs that synthesize multiple levels of biological organization, from genes to landscapes. Specifically, the Center will 1) increase the research productivity of our faculty in the field in applied ecology and conservation, 2) strengthen the participation of our undergraduate and graduate students in research activities, 3) expand the research infrastructure of the University, 4) foster long-term research collaborations among scientists within Puerto Rico and with national and international government and academic institutions, and 5) ensure that funding continues after the CREST funding period. The research activities of the Center will focus on four levels of biological organization: individuals and their genes, populations, ecosystems, and landscapes. Research in Molecular Ecology, Evolution, and Genetics (MEEG) group will integrate high-definition molecular markers with field ecological research to address key questions about the mating systems, reproductive success, and population biology of endangered or fragmented populations. The Species Population Management (SPM) group will focus on the impact of exotic species on the native flora and fauna of Caribbean islands. Initially the SPM group will concentrate research efforts on two key projects that focus on biological introductions of global relevance: introduced feral ungulates and Africanized bees. Research in the Landscape Ecology Group (LEG) will investigate the differential responses of species to landscape variation. The group will initially use two animal assemblages, Caribbean frogs and Andean birds, to examine how body size reflects spatial and temporal discontinuities in ecosystems at large-scales (textural discontinuity hypothesis). Finally, critical to the future development of the CREST Center is an Ecosystem Processes Group (EPG). This group will be established with the addition of new Center faculty members. Their research will initially be funded through University of Puerto Rico matching funds but in year 4 and 5 they will receive full funding through the CREST Center. The Center will take a series of concrete steps to foster cross-disciplinary collaborations and ensure research productivity. There will be bi-monthly scientific meetings and a yearly Center conference with invited and Center speakers. These meetings are designed to encourage group member productivity, and stimulate interactions and collaborations within the group and with researchers from other institutions. In addition, the Center director will create a research environment conducive to the production of high quality research and training. The director will hold quarterly meetings with the CoPIs, administrative assistant, and system administrator to discuss logistic, administrative and financial issues related to the Center. Participants are expected to meet project milestones, publish one to two peer-reviewed manuscripts per year, and incorporate at least two graduate and two undergraduate students during the period of the project. Funding for the initial group of CoPIs will be reduced in years 4 and 5, and shifted to new faculty members. An external scientific advisory panel will monitor progress of all Center researchers. The continuation of the Center, after CREST funding expires, is a key goal of this project. To realize this goal, the director and CoPIs will apply for external funding that builds on research and collaborations established during the initial funding cycle. The administration of the University of Puerto Rico has also demonstrated their commitment to the continuation of the Center by returning 18.75% of overhead on all grants submitted through the Center. The ultimate goal of the Center is to train a new generation of scientists with strong education and research experience in applied ecology and conservation, and to better integrate university research activities with societal needs. CENTERS FOR RSCH EXCELL IN S&T HRD EHR Cuevas, Elvira Carla Restrepo William McMillan Elvia Melendez-Ackerman University of Puerto Rico-Rio Piedras PR Victor A. Santiago Cooperative Agreement 4999999 9131 SMET 9179 0000099 Other Applications NEC 0206259 September 1, 2002 Research on Environmental Sustainability of Semi-Arid Coastal Areas (RESSACA). Dr. Andrew Ernest, PI, Texas A&M University-Kingsville Texas A&M University-Kingsville (TAMUK) seeks NSF support for a CREST for Research on Environmental Sustainability of Semi-Arid Coastal Areas (RESSACA). The center will be organized around three core research subprojects thematically integrated: Environmental Systems Modeling (ESM), Environmental Informatics (EI), and Living Laboratories for Academics and Research (LLAR). LLAR will serve as the principal mechanism for transferring environmental sustainability research into other educational domains, both formal and informal, along the K-PhD continuum and to the public. The center will be located in Environmental Engineering, College of Engineering at TAMUK, for over a decade one of the top ten universities nationally in the production of Hispanic engineers at the baccalaureate level, graduating 72 in 2000. The department offers the only Ph.D. program in environmental engineering in South Texas and one of the few serving the 2,000 mile U.S./Mexico border. Dr. Andrew Ernest, Chair, Department of Environmental Engineering, and Director, South Texas Environmental Institute, will serve as PI. Serving predominately Hispanic South Texas and the border region for environmental sustainability research, RESSACA will provide, access for Hispanics to MS and PhD programs in environmental engineering, research/education integration, and research transfer to the public policy decision makers and stakeholders engaged in development of economic, social, and physical infrastructures necessitated by the dramatic growth related to NAFTA. Partners include Texas A&M University-Corpus Christi, Texas A&M International University (Laredo), University of Texas-El Paso, University of Texas (UT)-Pan American, and UT-Brownsville. RESSACA will be a major research partner with institutions along both sides of the U.S./Mexico border on sustainability research to establish a more integrative and connected research enterprise in semi-arid coastal zones along the entire U.S./Mexico border, from the Gulf of Mexico to the Pacific. Partnerships have been established with three major NSF funded initiatives with research capacities aligned with this objective: Science and Technology Center for Sustainable Semi-Arid Hydrology and Riparian Areas at the University of Arizona (Dr. Soroosh Sorooshian, Director); Center for Environmental Analysis of the California State University, Los Angeles (Dr. Carlos Robles, Director); and San Diego Supercomputer Center, Dr. David Stockwell, Head of The Bioinformatics And Biodiversity Program. Dr. Felipe Rubio Castillo, Deputy Director, Consejo Nacional de Ciencia y Tecnologia (CONACyT), National Council of Science and Technology Research of Mexico, has agreed to serve on the centers External Advisory Group to advance binational research partnerships. The research subprojects and strategically aligned research partnerships will enable TAMUK to achieve national competitiveness in sustainability research and become a top producer nationally of Hispanics earning the PhD in environmental engineering. NSF support will allow the development of a critical core infrastructure at TAMUK and in South Texas that will foster fundamental research and development for promoting the concepts of sustainability of ecological and environmental systems in the semi-arid coastal areas of South Texas. These border research issues of sustainability of systems and the related technology development and transfer and knowledge transfer into the intersections of technical, economic, and social systems are of national importance. They provide a critical context in which NSF funding under CREST can serve as a dynamic catalyst to advance both our national research capacity and capacity to address the significant underrepresentation of Hispanics at the PhD level in these nationally important sustainability disciplines. CENTERS FOR RSCH EXCELL IN S&T HRD EHR John, Kuruvilla Kim Jones Alvaro Martinez Venkatesh Uddameri Texas Engineering Experiment Station TX Patrick F. Mensah Cooperative Agreement 5246500 9131 SMET 9179 9178 7204 0000099 Other Applications NEC 0207235 July 1, 2002 Planning Grant for Enhancing SMET Teaching and Learning. Dillard University will develop a strategic plan to guide the systemic reform of its science, technology, engineering and mathematics (STEM) curriculum with the goal of preparing students for entry and success into the STEM workforce. Achievement of this goal will result in increased numbers of African-American students pursing advanced degrees, obtaining doctoral degrees, and entering the workforce and professoriate in STEM fields. Impacted disciplines include biology, chemistry, computer science, mathematics, physics, and pre-engineering. The proposed systemic reform plan includes the following objectives: - Strengths Weaknesses Opportunities and Threats (SWOT) analysis of STEM programs, curricula, instruction, and research practices at Dillard University; - SWOT analysis of current and potential university partnerships and programs for student and faculty research collaborations; - SWOT analysis of current intervention and outreach programs that impact STEM educational programs; - Development of an implementation plan for the systemic reform of the STEM instructional and research enterprise at Dillard University. HIST BLACK COLLEGES AND UNIV HRD EHR Smith, Bettye John Wilson Andrew Talmadge Abdallah Darwish Reginald Stanton Dillard University LA Victor A. Santiago Standard Grant 49737 1594 SMET 9178 0207554 July 1, 2002 Planning Grant for Infrastructure in Technology, Engineering, Mathematics, and Science (ITEMS) at Lawson State Community College (LSCC). The Planning Grant for Infrastructure in Technology, Engineering, Mathematics, and Sciences (ITEMS) will enable Lawson State Community College (LSCC) to assess the current status of its science, technology, engineering and mathematics (STEM) infrastructure; provide the institution the opportunity to identify and describe the challenges and barriers to SMET infrastructure development; and, develop a plan of action to engage more community college students in STEM fields. This planning grant will lead the way for a more focused effort designed to fill the STEM infrastructure gaps at LSCC and help prepare proficient STEM professionals for the current and future workforce. Proposed efforts involve partnerships with business and industry. HIST BLACK COLLEGES AND UNIV HRD EHR Crawford, Bruce Lawson State Community College AL Victor A. Santiago Standard Grant 50000 1594 SMET 9178 0207616 August 1, 2002 Quality Enhancement in Science, Mathematics, Engineering and Technology (QUEST). Through the QUEST program, Central State University (CSU) will enhance STEM access, student retention, curricula, undergraduate research, transition to graduate school and faculty development positively impacting its largely African - American student population. STEM student learning will be improved by the adoption of a hybrid combination of the Learning Communities and the Peer-Led Team-Learning systems. Student and faculty research opportunities and student internship opportunities will significantly increase through arrangements with partner institutions. Program activities will impact more than 1000 on-campus students and 150 pre-college students through bridge programs. QUEST efforts will result in a 60% increase in freshman STEM enrollment, an increase in freshman retention from 63% to 70%, and STEM graduation rates of at least 54 students per year above current rates, including an additional 22 students per year graduating with GPAs of 3.0 or higher. CSU STEM students in the graduate school pipeline will increase by a factor of 3 above current levels. The number of students engaged in research projects and internships will increase by at least 20% per year. HIST BLACK COLLEGES AND UNIV HRD EHR Glass, Terrence Subramania Sritharan Central State University OH Claudia M. Rankins Cooperative Agreement 2274877 1594 SMET 9178 7204 1594 0000099 Other Applications NEC 0207965 August 1, 2002 Talladega College HBCU-UP. The "Talladega College Science and Mathematics Improvement Program" addresses the problem of low levels of African American participation in science, technology, engineering and mathematics (STEM) disciplines and workforce through enhanced STEM teaching and learning that will result from sustainable improvements of the institution's STEM instructional and research infrastructure. Infrastructure enhancements will address (1) student recruitment, enrollment, retention and graduation; (2) curriculum reform and improvement, infusion of technology to enhance instruction, undergraduate research; and, (3) faculty development. Curriculum reform efforts include revision and enhancement of STEM gate keeper courses, development of honors courses in biology, chemistry and computer science; and the establishment of an Environmental Science Program. Faculty will be provided professional development opportunities to enhance their competence and currency within STEM disciplines and to effectively incorporate technology and active learning techniques into the learning process. Students will be provided opportunities to engage in research activity on-campus and at research institutions under the tutelage of research scientists. HIST BLACK COLLEGES AND UNIV HRD EHR Bacon, Arthur Talladega College AL Claudia M. Rankins Cooperative Agreement 1999998 1594 SMET 9178 0207971 August 1, 2002 STARS: Science and Technology Academicians on the Road to Success. Norfolk State University will implement "Science and Technology Academicians on the Road to Success" (STARS), a robust program encompassing undergraduate recruitment, pre-entrance preparation, advising, mentorship, research, and curricula enhancement to address the low graduation rates of students of historically underrepresented groups. Project activities are based on the hypothesis that providing students an environment that ties all the components of student success into a coherent path with a clear purpose will significantly increase success rates in STEM disciplines. STARS will first provide faculty training on advising, mentoring and teaching and learning best practices and opportunities to enhance and/or initiate research endeavors; second, it will merge recruitment, pre-entrance preparation, advising, and mentorship efforts to create a seamless environment, and third, it will provide students superior advising, interdisciplinary research mentoring and exciting ways to learn. STARS will provide a coherent undergraduate student experience, which will result in a significant increase of the success rate of STEM students. STAR Objectives: double STEM graduates attending graduate school in 5 years; provide STEM students a seamless environment of recruitment, pre-entrance preparation, advising, mentorship, and research; provide experiential learning experiences to 90% of the STEM graduates where students develop independent research skills. implement teaching and learning approaches such as: Inquiry Based Learning, Peer Instruction, and Cooperative Learning to promote student learning. HIST BLACK COLLEGES AND UNIV HRD EHR Barnes, Elsie Sandra DeLoatch Norfolk State University VA Marilyn J. Suiter Cooperative Agreement 2277178 1594 SMET 9178 7204 1594 0000099 Other Applications NEC 0207994 August 1, 2002 Programs for the Retention and Enrichment of Science, Engineering and Mathematics students. Claflin University, the oldest Historically Black College & University in the state of South Carolina will implement the project entitled: "Programs for the Retention and Enrichment of Science, Engineering and Mathematics Students" (PRESEMs). This five-year project consists of a comprehensive approach to strengthen Claflin University's undergraduate science, technology, engineering and mathematics (STEM) instructional and research infrastructure with the goal of broadening the participation of underrepresented minorities in the STEM disciplines and workforce. PRESEMs will focus on approaches that enhance student learning in STEM, such as peer-led instruction, problem-based learning, and a research-based curriculum. Aggressively recruiting students, offering effective pre-college outreach and summer enrichment programs, implementing programs to increase successful completion of gate-keeper courses, enhancing undergraduate STEM curricula by modernizing instrumentation, laboratories and classrooms, utilizing undergraduate research as a teaching tool - these are the strategies required to bring about institutional reform while preparing students for graduate study and successful careers in STEM fields. HIST BLACK COLLEGES AND UNIV HRD EHR Miller, George Angela Peters Claflin University SC Marilyn J. Suiter Cooperative Agreement 2500000 1594 SMET 9178 0208091 August 1, 2002 Planning grant for Historically Black Colleges and Universities. With National Science Foundation support, Xavier University of Louisiana will implement institutional self-assessments and develop an action plan to strengthen the institution's undergraduate science, technology, engineering and mathematics (STEM) instructional and research infrastructure. The objective of the proposed effort is to better prepare STEM graduates for entry, successful careers and leadership positions in the STEM workforce. Project activities include (1) evaluation and improvement of student recruitment strategies with the goal of increasing enrollment in SMET programs; (2) identification of current impediments to successful completion of STEM gate-keeping courses and development of strategies to increase completion, retention and graduation; (3) evaluation of STEM curricula to discover methods to better prepare students for success in the STEM workforce; and, (4) development of strategies to integrate research and education. HIST BLACK COLLEGES AND UNIV HRD EHR Vincent, Harold Murty Akundi Xavier University of Louisiana LA Victor A. Santiago Standard Grant 49627 1594 SMET 9178 0208265 August 1, 2002 Wilberforce University STEP-UP (Science, Technology and Engineering Preeminent Undergraduate Program). The Wilberforce University Science, Technology, and Engineering Preeminent Undergraduate (STEP-UP) Program addresses the underrepresentation of minorities in Science, Technology Engineering and Mathematics (STEM) by enhancing minority access, retention, graduation and successful transition to graduate study in STEM fields. The program starts with a Pre-College Summer Institute addressing deficiencies in mathematical reasoning, problem solving, critical reading, verbal reasoning, technical writing and vocabulary building. During the freshman year, all STEM majors will be housed on the same floors of the men's and women's dormitories to foster a sense of community and shared goals as well as to enhance performance rates. Freshmen will enroll in a series of seminars focussing on careers in STEM and the importance of graduate school. During the summer between the freshmen and sophomore years, undergraduates will participate in an intensive Summer Program focusing on STEM content, study skills and problem solving. A series of activities will be put in place to ensure that undergraduates successfully matriculate through the STEM curricula and prepare for graduate school. These include a peer tutoring-mentor program in all gatekeeper courses including a mandatory two-hour drill session for each course each week, Summer research opportunities in collaboration with Florida A&M University, and a GRE-Preparation Course. A Science and Engineering Graduate School Fair will allow juniors and seniors to examine various graduate programs and to network with faculty at other universities. In addition, the biology program will be revised and restructured. A course in experimental biology will be developed with a focus on emerging techniques required in the biotechnology area. HIST BLACK COLLEGES AND UNIV HRD EHR Trivedi, Abhay Wilberforce University OH Marilyn J. Suiter Cooperative Agreement 2256817 1594 SMET 9178 0208286 July 1, 2002 Accentuating the Integration of Math and Science at Fayetteville State University. Through the Accentuating the Integration of Mathematics and Science (AIMS) program, Fayetteville State University will evaluate variables that contribute to low graduation rates and the steady decline of underrepresented minorities majoring in the mathematics and science fields. Comprehensive approaches will be developed to enhance student performance and progress in mathematics, computer science, chemistry, physics, and biology. The infrastructure enhancement plan will include the following components: (1) mathematics and science curriculum reform, improvement of gateway courses, and research training; (2) strengthening partnerships with industry, government, and other academic institutions to enhance the development of research programs on campus; (3) faculty development focusing on teaching/learning models, instructional delivery and assessment; and, (3) evaluation and dissemination of project outcomes and best practices. HIST BLACK COLLEGES AND UNIV HRD EHR Massey, Perry Vanere Goodwin Shirley Chao Fayetteville State University NC Victor A. Santiago Standard Grant 49935 1594 SMET 9178 0208661 July 1, 2002 Revitalizing Science, Mathematics, and Technology Education at Knoxville College: A Planning Proposal. Through this planning effort, Knoxville College will develop comprehensive approaches to increase the number of undergraduate students graduating in good standing in science, mathematics, and technology (SMT), as well as the number of non-SMT majors who develop basic science literacy as undergraduates. Specific objectives for this planning initiative include the development: o of strategies to improve the Knoxville College undergraduate SMT curriculum and its delivery including content, faculty development, equipment and facilities, and technology; o of a strategy to provide students with meaningful internship opportunities that complement their undergraduate SMT experience; o of entrepreneurial science and technology partnerships with industry; and o a comprehensive multi-year implementation plan outlining a vision, needs, resources, and outcomes for the objectives above. This initiative addresses the Nation's need of to broaden participation in science and technology, and to expand the scientific literacy of all citizens. HIST BLACK COLLEGES AND UNIV HRD EHR Grohman, Donald Knoxville College TN Marilyn J. Suiter Standard Grant 49890 1594 SMET 9178 0209341 July 1, 2002 Allen University's Undergraduate Planning Grant. Allen University HBCU-UP supported planning efforts will focus on three aspects of the institution's science, technology, engineering and mathematics (STEM) instructional and research infrastructure: (1) STEM teaching and learning; (2) undergraduate and faculty research opportunities; and, (3) partnerships with industry and other institutions of higher learning. The assessment plan includes evaluations of student performance and progress toward STEM degree completion. Impediments to student successful completion of core STEM courses and participation in research will be identified and remedied. Particular emphasis will be placed on (1) enhancing teaching strategies; (2) increasing undergraduate research opportunities; (3) faculty development; (4) curriculum reform; (5) infusion of technology to enhance instruction; and, (6) the adaptation of best practices to broaden the participation of underrepresented minorities in STEM fields and the STEM workforce. HIST BLACK COLLEGES AND UNIV HRD EHR Bozzelli, Craig Allen University SC Victor A. Santiago Standard Grant 50000 1594 SMET 9178 0217007 September 1, 2002 PLN - Creating the Next Generation of Women Leaders in Science, Technology, Engineering, and Mathematics (STEM). PLN - Creating the Next Generation of Women Leaders in Science, Technology, Engineering, and Mathematics (STEM) The Pima County Superintendent of Schools, a local education agency (LEA) will develop and pilot an after school program for Hispanic 5th and 6th grade girls -- Creating the Next Generation of Women Leaders in Science, Technology, Engineering and Mathematics (STEM). Creating Leaders combines innovative leadership training with enhanced STEM programming. The Creating Leaders program is innovative and builds on research that has identified elements of successful programming for Hispanic girls. Innovative components of this program include: 1.combining leadership development training with STEM enrichment; 2. teaching practical applications of mathematics in finance and investment; 3. linking STEM with politics and public policy; 4. developing partnerships between women in STEM careers, 5th and 6th grade girls and their parents; and 5. awarding STEM mini-grants to elementary and middle school girls. Outcomes of the planning grant will include: 1. A more extensive literature search to inform curriculum design and program planning; 2. The development of curricula for the after school program to be utilized with Hispanic girls in 5th and 6th grades and their parents; 3. The development of an Advisory Board; 4. The development of partnerships for implementing the program at multiple sites; 5. A pilot test of the after school program in one elementary school; 6. Focus groups with participants in the pilot; and 7. The development of a full proposal for the Creating Leaders program. The Creating Leaders after school program will be piloted in the Elvira Elementary School in Tucson, Arizona. The culturally relevant program components are designed to work synergistically to make SMET fun and relevant to real life, raise SMET literacy, reinforce learning through hands-on activities, allow girls to practice their newly acquired skills and knowledge through community problem solving, and inspire girls to pursue STEM coursework, careers, and leadership positions in STEM fields. Program activities include: 1. Playing the Real Game which teaches students about the global economy while reinforcing the importance of teamwork and cooperation. 2. Raising financial literacy by playing the Cashflow Game which teaches about investing, rate of return, business ownership, and calculating cash flow; 3. Attending field trips to organizations which employ women in STEM careers and local colleges and universities. 4. Utilizing women in STEM careers and high school students to serve as role models and mentors. 5. Leadership development activities. 6. Teaching girls to develop proposals for funding and receive mini-grants to solve a community problem using STEM. 7. Learning about the relationship between STEM, politics and public policy. 8. Developing STEM educational and career goals through academic and career planning. 9. Involving family members in supporting girls STEM educational and career goals. 10. Developing on-line e-tools for teachers and girls in the program. This multi-disciplinary program will provide significant advances in knowledge in the fields of education, leadership development, public policy, and the wide range of Science, Technology, Engineering, and Math fields. The activities proposed will broaden the discovery and understanding of how to successfully reach underrepresented groups and will promote teaching, training, and learning among K-12 staff and administrators, students, families, women in STEM careers, and organizations which employ them. Creating Leaders will impact knowledge capital through the creation of a curriculum for use with Hispanic 5th and 6th grade girls and their families, social capital through the creation of a community-based partnership designed to improve the STEM achievement and career attainment of Hispanic girls, and human capital in the improvement in STEM educational and career attainment of Hispanic girls. RES ON GENDER IN SCI & ENGINE HRD EHR D'Amore, Debbie Stephanie Parker Pima County School Superintendent's Office AZ Ruta Sevo Standard Grant 29940 1544 SMET 9177 0217033 August 15, 2002 Explanatoids: Gender-Sensitive Signage to Seed Science Talk in Public Places. Children can develop a wealth of knowledge about science and technology from their everyday experience. When visiting museums, watching educational TV, surfing the Web, or reading science-oriented books, children are actively developing proto-scientific reasoning skills, nascent theories for scientific domains, knowledge of interesting science facts, knowledge about famous scientific narratives, and early ideas about what different kinds of scientists do in their professional work. When children encounter science instruction in elementary and middle school, when they dream about what they might do when they grow up, and when they make choices about the courses they want to take in high school and beyond, those with experience and interest practicing scientific and technical thinking are more likely to seek it out and to succeed. Virtually all children and their parents come equipped with the tools needed to cultivate early math or scientific literacy, but these conversations and activities need to start from a seed a simple observation, an unexpected outcome, a question. For families with high levels of scientific literacy and interest, these seeds can be sown from personal experience. Indeed, more than three quarters of scientists in a recent National Science Foundation survey reported developing their passion for science in early, out-of-school activities such as nature walks with their parents, family visits to museums, or taking apart radios or launching rockets at home. We have no doubt that museum-based and media-based informal science infrastructure will have a positive effect on scientific literacy and science achievement, but the biggest effects will be for those who already are most likely to enter the educational and professional pipe-line for science and technology--the children of families that go to museums, watch educational programming, and visit educational web sites. Interestingly, boys more than girls are most likely to reap these benefits within highly motivated families. There is evidence to suggest that parents are less likely to bring their daughters to science museums than their sons, and that even among museum-going families, parents were more than three times more likely to explain the science of an exhibit to boys than to girls (true even when the boys and girls were as young as one to three-years old). What of families who may not be as comfortable with or as interested in pursuing science? These parents, already less likely to visit science museums for family recreation, may also not be aware of how many "teachable moments" exist in everyday life to prompt conversations with their children about math, science and technology, and especially so if they're parents of girls. Building on a successful pilot project we propose to seed the development of scientific and technical literacy by developing, placing, and maintaining engaging gender-sensitive science-oriented signage in the places where the broadest cross-section of Pittsburgh's children and families gather. We call these signs "explanatoids." While science museums and science-oriented media are important forces for informal science education, children and their families must seek them out over other forms of leisure activity. In contrast, our explanatoids bring science to the people, in a way that includes girls fully in that outreach. We are asking for support for three years to develop our pilot work into a full-scale regional project that can be replicated elsewhere as a gender-sensitive model for enhancing math/science literacy within a community. The project will include the development and installation of gender-sensitive signage as well as the production of associated support materials for parents and teachers throughout the Southwest Pennsylvania region. The project will leverage unique partnerships already built between Family Communications, Inc. (producers of Mister Rogers Neighborhood), local foundations, Carnegie Mellon University, the University of Pittsburgh's Learning Research & Development Center, Kennywood Amusement Park, The Pittsburgh Teachers Institute, The Pittsburgh Children's Museum, and The Pittsburgh Parks Conservancy. Formative and summative evaluation will provide quantitative and qualitative measures of the ways that the project (1) counters negative stereotypes about girls and women in math, science and technology; (2) enhances girls' interests and successful participation in those arenas in schooling and career aspirations; and (3) advances the recognition that math, science and technology are integral to the regions future economic well-being. RES ON GENDER IN SCI & ENGINE HRD EHR Stocks, Janet Family Communications, Inc. PA Jolene K. Jesse Continuing grant 904492 1544 SMET 9178 9177 0217038 September 1, 2002 Aiming for Algebra. Aiming for Algebra is a project of Girlstart, a nonprofit organization in Austin, Texas. Its goal is to prepare middle school girls for and support their completion of Algebra 1 in the eighth grade as a means of readying them for college preparatory math and science classes in high school that lead ultimately to completion of the college majors required for SMET careers. The primary objectives of the initial 36-month demonstration period include improving girls self confidence and academic self-esteem; increasing girls' awareness of SMET careers and the high school and college coursework required to enter such careers; enhancing girls knowledge of and ability to use algebra in their lives; improving parents awareness of SMET careers for women; and increasing parents' awareness of ways to encourage their daughters' success in algebra and subsequent math and science courses in high school and beyond. The proposed intervention methods to achieve these ends include participation in an integrated continuum of activities as part of a ifgirls-only science math clublc over a three-year period, as well as involvement in a range of other community- and Internet-based math and science experiences with parents and other adults. The intellectual merit of this project derives from its translation of a significant portion of the body of previous research on the best practices for addressing gender inequities in SMET careers and the disparity in the mathematics and science achievement of girls in the United States into a single, cohesive informal program approach. Moreover, the project will employ a cohort design that will facilitate an understanding of what parts of the intervention model have the most impact on the intended outcomes. A rigorous evaluation component and a strong dissemination plan further strengthen the likelihood that Aiming for Algebra will result in a better understanding of how specific programmatic activities affect girls mathematical skills and their attitudes about and aspirations for math and science careers. The straightforward, unwavering focus on the completion of Algebra 1 in the eighth grade is another feature that makes this project meritorious. By tying its success to a single, observable goal and directing all of its energies to achieve this one purpose, the project sets itself up for rigorous comparison with other efforts with an identical goal. Aiming for Algebra intends to make its methodologies so transparent and so well documented that future research and demonstration projects can be erected squarely on the intellectual capital it creates and disseminates. Insofar as its broader impacts, the project will contribute to an improved understanding of the ways girls can be best prepared for taking and making good grades in Algebra 1 before they reach high school; it will advance understanding among teachers and teacher preparation programs of how girls' expectations of their science and math performance in high school and beyond can be improved; it will provide empirical evidence of ways that female members of groups underrepresented in SMET careers- including but notlimited to those who are ethnic and racial minorities, low-income, linguistic minorities, and differently abled- can be included in informal programming designed to redress the inequity; and, perhaps most importantly, the project will benefit society by improving the nation's ability to identify and remedy long-standing social, economic and academic practices that have disadvantaged its female population and created obstacles to their full and equal participation in scientific, mathematical, engineering and technological professions. RES ON GENDER IN SCI & ENGINE HRD EHR Muir, Rachel Girlstart TX Jolene K. Jesse Continuing grant 899908 1544 SMET 9177 0217109 September 1, 2002 The Case of Missing Human Potential. This project will produce a one-hour general audience television program for Ohio and the surrounding region designed to raise the awareness of the viewing audience to the problemof gender inequity in our sciences, mathematics, engineering and technology workforce. Wewill engage our audience by tracking the root cause of this inequity back into our schools by examining the research done by NSF on women in SMET and exploring the ways that teaching methods can be either a window of opportunity to young women or a closed door. To maintain the attention of this general TV audience, the problem will be presented as a fast-paced mystery, why are we missing all this human potential in SMET? A top-selling mystery writer, Les Roberts, will host our audience in this investigation and he will be assistedby a young woman of high school age. His special guide in this quest will be Dr. Kathryn Sullivan, the first woman to walk in space. The program will examine NSF-identified researchthat will introduce and examine the problem. We will then explore a variety of efforts by school, community, and businesses to correct this inequity. The program will conclude with suggestions on what the viewing audience - - parents, community members, business, and educators -- can do to channel the future potential of girls into SMET. Once it has been broadcast in this region, The Case of Missing Human Potential will be offered to the national PBS network for national distribution. An interactive Web site designed to provide further information, suggestions for improving the situation, and links to existing summer camps and programs will be promoted during the show. All participating stations will be encouraged to set up "call-in" sites staffed by local SMET teachers and researchers to address questions from the viewing audience. This special effort will be addressed during pauses in the broadcast and will be designed to help the audience take action as a result of the interest stirred up by this broadcast. To draw new viewers we will publicize the show on all the PBS stations in Ohio; use the state designated TIMSS Consortia of schools (representing about 500,000 Ohio students) to advertise the importance of this problem to parents and community members and to invite their involvement; highlight the upcoming show through OhioDL one of the primary communications means for schools using distance learning in Ohio; and advertise the problem of gender inequity and the need for family and community action revealed in this TV program via the communication networks of the Ohio Mathematics and Science Coalition. RES ON GENDER IN SCI & ENGINE HRD EHR Wilson, Frank WVIZ/PBS OH Ruta Sevo Standard Grant 111196 1544 SMET 9177 0217110 December 15, 2002 4 Schools for WIE. 4 Schools for WIE is a consortium of four engineering colleges in Massachusetts (MA) united in commitment to gender equity in STEM (science, technology, engineering and mathematics). Each partner institution Northeastern University (NU), Boston University (BU), Tufts University (Tufts) and Worcester Polytechnic Institute (WPI) has a strong record of K-12 outreach and program delivery, K-12 teacher training and programming for girls and women in STEM related areas. Each partner institutions brings varied strengths and successes to the collaboration. By joining forces will be developed model to demonstrate how engineering concepts become part of the middle school curriculum in ways that encourage girls as well as boys to continue along the engineering pathway. As an important step toward achieving this mission, a unique intervention system centered around highly-trained STEM Teams consisting of all-female engineering faculty, students, teachers and practitioners will be developed and implementated. STEM Teams including middle school teachers will be trained together and then utilize their unique strengths to best implement the curriculum in eight different public school districts in the greater-Boston area. The STEM Teams will educate middle school teachers about engineering and gender-inclusive practices in addition to serving as role models in the middle school classrooms. The present situation in MA is opportune for developing this beneficial intervention system since the MA Department of Education recently adopted the Science and Technology/Engineering Curriculum Frameworks. Beginning in September 2001, MA became the first state in the nation to introduce engineering as part of mandated PreK-12 education frameworks. These frameworks reflect achievable and age appropriate learning standards that will provide strong background knowledge for students. In the middle schools, questions testing the engineering frameworks will be incorporated into the compulsory Massachusetts Comprehensive Assessment System (MCAS) in 2002. STEM Teams will help middle schools implement the new engineering strand of the Massachusetts Frameworks. STEM Teams will help middle school teachers prepare students for the engineering strand MCAS exams. Simultaneously, STEM Teams will serve to build the conviction among the middle school students that engineering is an appropriate career choice for females. An important feature of the STEM Team concept is that each team will be composed of women only, yet this attribute will not be announced to the students prior the team's arrival. The participation of STEM Teams of engineering savvy women at participating middle schools, where team members will serve as coaches, mentors, and role models for middle school teachers and their students, will have a profound impact on gender attitudes toward engineering as a career. Simply put, STEM Teams composed solely of females will demonstrate to girls and boys that women do engineering. Some anticipated project outcomes are: * Girls and boys in implementation classrooms will think differently about engineering and will understand that engineering is not just for boys. * They will score higher on the engineering strand items in the MCAS, than children in the same school before the implementation of STEM Team support. * Participating teachers will feel comfortable with these materials and will look forward to working with them. Over the three-year program, the intervention systems will be finely tuned for national dissemination. The STEM Teams approach is highly replicable at low cost. However, members need to be educated about national science standards, age-appropriate and gender-inclusive curriculum activities, serving as positive role models, and other issues pertaining to encouraging middle school girls in the STEM fields. This training will be available through a hard copy manual, the web, and because so many middle schools do not have convenient access to the Internet, on videotape. STEM Teams nationwide has the potential for significantly increasing the number of girls who continue interest in STEM areas during the middle school period as well as into STEM careers. RES ON GENDER IN SCI & ENGINE HRD EHR Ziemer, Katherine Stephanie Blaisdell Anna Swan Northeastern University MA Jolene K. Jesse Continuing grant 899768 1544 SMET 9177 0217138 September 1, 2002 DEM: Hear Our Voices: Girls and Technology at the Computer Clubhouse. Hear Our Voices is a Demonstration initiative that links twenty Clubhouses from the Computer Clubhouse Network in creating new opportunities specifically for girls and young women, to develop fluency with computer technology, and to learn valuable career and life skills as well. Hear Our Voices will serve as a model for the future in other Computer Clubhouses in the Network, as well as like-minded informal educational programs for girls and young women at other institutions. Founded at the Computer Museum in Boston in 1993, the Computer Clubhouse has grown into a Network of 48 Clubhouses in 13 states and the District of Columbia, plus 11 Clubhouses overseas, touching the lives of thousands of young people. The Computer Clubhouses provide a successful, innovative, andempowering after-school learning environment for young people (ages 8-18) from underserved communities. A safe and welcoming milieu, skilled and caring mentors, and high-end hardware and professional software tools help Clubhouse youth become confident learners through a variety of creative computer applications. The flagship Computer Clubhouse moved to the Museum of Science in 1999, when the Computer Museum joined forces with the Museum of Science. Since then, the Network of Clubhouses has grown rapidly; with the support of Intel Corporation and other sponsors, more Clubhouses are now being planned and implemented. Based on community interest and the success of the Clubhouse learning model in transforming young people's lives, current plans call for growth to more than 100 Clubhouses by 2004. Located primarily in youth-serving organizations such as Boys & Girls Clubs and Urban Leagues, Computer Clubhouses serve inner-city neighborhoods as well as smaller communities with a high proportion of under-served populations. The Computer Clubhouse community is diverse, made up of African-Americans, Latinos, Asian-Americans, Native Americans, recent immigrants, and Whites. In an effort to recruit and retain more girls and young women in a field that has a dearth of participation by women -computer technology - the flagship Computer Clubhouse in Boston since 1995 has pioneered several programs especially for girls, providing them with access to rich technology resources, female mentors and role models, a community of peers, and a positive, creative, and supportive learning environment. The new Hear Our Voices program will significantly expand the flagship Clubhouse's programming for girls and young women, to 20 new venues and with new, locally-designed programming. Specifically, it will enrich opportunities for girls in four ways: *Twenty of the Computer Clubhouses within the United States will receive funding and support to hire and train staff dedicated to gender equity and girls programming, and to launch locally-based Hear Our Voices programs at their Clubhouses, including at least one component of girls-only hours or days at each participating Clubhouse. *Leveraging the experience gained at the flagship Computer Clubhouse, Network staff from the Museum of Science will provide professional development and program assistance for girls'programming to Clubhouse Coordinators across the Network. *Building on the momentum and resources of the growing Clubhouse Network, a digital network called the Clubhouse Village will support both a real and a virtual community of Clubhouse youth. An area on the Village will be designated especially for girls' activities, and the Village will also support interaction among staff and mentors for mutual support and for sharing best practices. The Clubhouse Village will consist of a secure, private Intranet, using Internet technology and tools to enable Clubhouse youth to communicate with each other and collaborate on creative projects. *The virtual community will be made more viable by a face-to-face gathering of participating youth and staff at a Computer Clubhouse Youth Summit in the summer of 2004. RES ON GENDER IN SCI & ENGINE HRD EHR Breslow, Gail Museum of Science MA Jolene K. Jesse Continuing grant 894733 1544 SMET 9178 9177 0217144 September 1, 2002 RES: Bringing Young Girls Into Science With Books And Inquiry. This project will study the gendered nature of learning science in the elementary grades. Standards-based science instruction largely consists of students engaging in first-hand investigation of scientific phenomena. This is in contrast to traditional science instruction that relies heavily on textbooks. The justification for investigation-based instructional design has typically been that the authority for scientific belief ought to reside in the actions of children rather than the authority of text. However, this unfortunate dichotomy between investigation and text undermines the potential uses of both. Girls are typically strong readers- an attribute that ought to make them strong in science. After all, at some point they must be able to read scientific text to excel in science classes. Unfortunately, research on text preferences shows that although girls are strong readers, they prefer to read fiction rather than nonfiction. The primary objective of the project is to learn how science-related text embedded in inquiry science instruction can be used to engage girls. The first year of this three year study willbe spent in four third grade classrooms to observe how science-related texts are used. This will include documentation of text experiences created by teachers and created by girls in encounters with text supplemental to regular instruction (e.g., library visits, classroom-reading centers, books from home). This will be supplemented by classroom observations and interviews with girls, teachers, librarians and parents to collect additional data on the use of and interest in science books. The second year of the project will consist of design experiments in the classrooms during which the teachers and researchers work together to analyze classroom activities and design instruction in cycles that allow research and teaching practice to influence one another. Data from the first year will be used to better understand how girls may engage with science text and design instruction to maximize girls interest in science and learning from science inquiry instruction that includes the use of text. The research questions are as follows: 1. What role does text play in girls classroom science experiences? 2. How do teachers view the role of text in girls' learning of science? 3. What texts are present in girls' homes and how are they used? 4. What science texts do girls prefer when exposed to a large range of text genres and uses? 5. How do girls uses of text enable and/or constrain their engagement and development of scientific ideas? The final year will be spent analyzing results of the design experiment and conducting cross-year analyses, preparing research papers for submission to science and literacy education journals, and developing a web-based curriculum unit for use in teacher education programs, including our own NSF-sponsored science teacher education reform effort. RES ON GENDER IN SCI & ENGINE HRD EHR Ford, Danielle Nancy Brickhouse University of Delaware DE Jolene K. Jesse Continuing grant 333585 1544 SMET 9177 0217146 January 1, 2003 DEM: Girls Under the Hood. Girls Under the Hood is a demonstration project designed to encourage teenage girls in rural Madison County, New York, to achieve excellence in Science, Mathematics, Engineering and Technology (SMET) fields. Central to the success of this project is the hands-on experience that will demonstrate the relationship of SMET to the participants everyday lives. Using the automobile as a vehicle for inquiry-based scientific learning, 24 girls ages 14-17 will explore topics such as the science of internal combustion, the mathematics of fuel economy, the engineering of the power train, the technology of computerized diagnostic equipment, and the integration of all these fields. In addition to exploring and learning many scientific principles behind the various systems of the automobile, participants will acquire practical skills that they can share with their families. During a seven-day residential summer camp, participants will experience two different college campus settings a mere five miles apart: Colgate University, in Hamilton, New York, a nationally-ranked liberal arts institution; and in America's Most-Wired; two-year school, the State University of New York College of Agriculture and Technology, in Morrisville, New York. Morning sessions will be held in the new automotive technology building at the SUNY Morrisville campus, where participants will engage in hands-on exploration of the automobile. Meals, lodging, and most of the afternoon and evening sessions will take place at Colgate University, where the girls will further explore the basic scientific principles behind the operation of automobiles and how those same principles can be transferred to a variety of other applications. Girls Under the Hood will capitalize on the natural curiosity of females in a non-threatening (cooperative, welcoming, and predominantly female) environment at a critical time in their lives when they are focused on getting their driver's license. Through exposure to female role models (teachers, undergraduate teaching assistants and successful industry practitioners) and solicitation of parent, school, industry and government support, this project will seize opportunities to relate course content to SMET careers, and to challenge students' ideas about gender appropriate careers. The confidence that girls gain in their ability to understand the science and technology of automobiles will carry over into confidence that they can succeed in other areas of SMET, and the applications they will see of SMET courses will encourage them to take more courses in those areas. The intellectual benefit of this project is that it will serve as an educational model for the application of contextualized science education, as well as provide a better understanding of gender-fair learning opportunities in SMET education utilizing a unique combination of rural public high schools, public and private universities, community, industry, and government. Broader impacts of the project include positive changes in participants' interest in SMET, confidence in their ability to do math and science, and election of upper level math and science courses. An added benefit will be the establishment of an educational collaboration between a four year and a two year college. RES ON GENDER IN SCI & ENGINE HRD EHR Parks, Mary Karen Harpp Colgate University NY Jolene K. Jesse Continuing grant 377966 1544 SMET 9177 0217172 September 1, 2002 PLN: Developing a Women Interested in Mathematics and Science Advancement (WIMSA) Network in a Rural Community. Developing a Women Interested in Mathematics and Science Advancement (WIMSA) Network in a Rural Community Women's deeply ingrained negative perceptions of science and mathematics are directly linked to their underrepresentation in these and related fields (Gottfried, 1993). The goal of our project is to increase the participation of women from rural communities in the fields of science, mathematics, engineering and technology (SMET). To achieve our goal, we will initiate a program that involves women throughout the community in a sustained network of support. This is an exciting, complex, long-term project. This proposal is for a PGE Demonstration Planning Grant, which will enable us to prepare a strong, comprehensive proposal for a full PGE Demonstration Grant. Our full grant will address the inequities experienced by girls, particularly in low-tech rural areas. The full grant will be used to create a program, called Women Interested in Mathematics and Science Advancement (WIMSA). The WIMSA program will consist of a network of people and organizations, all with the goal of increasing the participation and success of females in mathematics and science. The full proposal will address recruitment of WIMSA network members, sustaining their membership, and expanding the WIMSA program. The PGE Demonstration Planning project will focus on the design of all aspects of the WIMSA program. One of the two main planning grant objectives will be to design our pilot project, the annual WIMSA Summer Program (WSP) for middle school girls, which will have the dual purpose ofbeing the initial impetus to bring people into the WIMSA network, and of increasing the skill level of middle school girls and teachers. A planning committee, consisting of two K-12 teachers, two college students, and the two Principal Investigators, will be formed to develop the summer program. The committee will determine the size and scope of the program, design program activities and curriculum, and will collaborate with community organizations regarding WSP field activities. The program design will build on the successes of other SMET intervention programs for women across the country. Our other main planning grant objective will be to design the WIMSA network connections and activities. We envision this network bringing together Mesa State faculty and students, K-12 teachers and students, private businesses, government organizations, educational associations, community leaders and any local programs involved with science and mathematics. Our first activity will be a WIMSA kickoff meeting, hosted by Mesa State, which will include people from all target organizations and will introduce them to the WIMSA concept. We will create a WISMA Advisory Board that will oversee all aspects of the WIMSA project, including writing the full PGE Demonstration Grant. We will design college courses to provide ongoing SMET activities and training for WIMSA members, including a graduate credit component for K-12 teachers. We will collaborate with local businesses and professionals to design activities for the WSP, internship opportunities for WIMSA college students, job-shadowing opportunities for K-12 students, and presentation opportunities at Mesa State. In order to sustain such relationshipsand collaborations, there will be WIMSA meetings at least three times per year. Although there are no programs in our area addressing the lack of females in SMET fields, there are programs and organizations committed to improving our community, and many people who wish to make a difference. The WIMSA program will provide an incredible opportunity to harness and coordinate these resources and create a very effective program that will have long-ranging impact. RES ON GENDER IN SCI & ENGINE HRD EHR Arledge, Jane Anne Spalding Mesa State College CO Ruta Sevo Standard Grant 30000 1544 SMET 9178 9177 0217188 September 1, 2002 DEM (Informal) Science on Patrol. Science on Patrol (SOP), a demonstration project of the Institute for Schools of the Future and the Police Athletic League in collaboration with the Manhattan Robbery Squad, the Crime Scene Unit, the Arson and Explosion Squad and other units of the New York City Police Department Detective Division, selected New York City public schools, community outreach organizations, science professionals and database and Web designers, is designed to promote interest and achievement in science by providing youngsters compelling problems ('crimes') they can solve by applying the scientific processes and skills actually used by crime scene investigators to solve crimes. This approach capitalizes on the interest in high profile crimes treated in the popular press, movies and current television programs. The informal science project is aimed squarely at raising the level of participation and achievement in science for adolescent females and other members of underrepresented minority groups by achieving thee goals: 1. using research-based strategies to attract and retain underrepresented minorities, particularly females, in informal science programs; 2. increasing their interest and achievement in science knowledge and skills; and 3. raising their awareness and interest in science-based careers. This project will roll out through an existing structure, PAL centers in the Bronx in Year One, in PAL centers throughout New York City in Year Two and in PAL centers across the country in Year Three. Interdisciplinary teams comprising PAL center instructors, educators, police detectives, instructional designers, and scientists will work collaboratively to: (1) develop, field test and revise a minimum of 12 crime scenarios for the youngsters to solve; (2) develop additional course materials, including a Facilitator's Guide, the Science on Patrol website, a Student Activities Kits which include case folders for each of the 'crimes', and a manual for mentors and/or volunteers; (3) increase the participants' capacity to apply science knowledge and processes to solve real world problems; and, (4) build the capacity of faculty to implement compelling and challenging problems in environments that are gender-neutral, promote collaboration, encourage problem-solving and reflect both research and best practice for increasing participation and achievement in science-based areas. Decades of research on the root causes and outcomes of the under representation of females in mathematics, science and technology have amply demonstrated that the culture and context of K-16 schooling clearly lies at the heart of the issue. Yet the literature shows the very factors that constrain participation and achievement of females and other underrepresented minorities in higher levels of mathematics and science are alterable. Science on Patrol is an innovative project that links science knowledge and skills with the real world applications of forensic specialists in a highly motivating course of study for middle and high school students. The key element, however, is the comprehensive use of research-based findings to shape learning environments specifically designed to attract and retain females and other underrepresentedminorities to advanced study of science and science-related careers. Science on Patrol does not single out specific research-based factors that promote success for female and other underrepresented minorities. Instead, it integrates all in an integrated and coherent manner to create learning environments that are friendly to the target population. Information about the culture and context of these learning environments will be disseminated broadly and serve as a model for other informal science efforts and for school-based K-16 classrooms. RES ON GENDER IN SCI & ENGINE HRD EHR Brownstein, Bonnie Institute for Schools of the Future NY Jolene K. Jesse Continuing grant 899925 1544 SMET 9178 9177 0217196 September 1, 2002 DEM: Girls in Science. The University of Kentucky will to establish a demonstration project called the Girls in Science Program (GIS), to encourage young women from rural southeastern Appalachian Kentucky to pursue careers in science, math, engineering and technology (SMET). This three- year project, to begin in September 2002, targets 120 girls entering the seventh-grade from 21 rural Kentucky Appalachian counties, parents of these girls, and a minimum of 30 rural Kentucky Appalachian middle school teachers from these 21 county school districts. This project targets a select group of middle school girls with a program that involves: 1) Weeklong Summer Institutes for each girl at the University of Kentucky campus for two years, 2) Saturday/After-school sessions throughout two academic school years, and 3) Mentoring relationships with University scientists and community mentors. The project also the project targets middle school math and science teachers through professional development courses focused on engaging each girl in science and math for two years. This project will include parental involvement with a series of workshops. The project team will also develop and disseminate a model middle school curriculum manual focused on institutionalizing the program in rural Appalachian Kentucky. Girls and teachers who enroll in the program will be the primary beneficiaries; however, the program is designed to have a broad-based impact on other students, teachers, relatives, and ultimately rural Kentucky and Appalachia. RES ON GENDER IN SCI & ENGINE HRD EHR Leukefeld, Carl University of Kentucky Research Foundation KY Jolene K. Jesse Continuing grant 899085 1544 SMET 9177 9150 0217197 January 1, 2003 Does Involving Girls as Designers Result in Girl-Friendly Science Education Software? Comparing Processes and Outcomes of Same-Sex 5th and 8th Grade Girl and Boy Design Teams. OBJECTIVES: Virtual environments are increasingly being called upon to advance science learning. With possibilities for interactive multimedia displays and learner customization, these environments hold great promise. But are these environments friendly to girls? Computer games, designed by young men for boys and young men, epitomize technology's exclusion of girls, their interests, and values. Less obvious but more devastating, this technological estrangement exacerbates girls' lack of interest and self confidence not just in computers but in science. Technology itself and even the design of technology-enhanced science experiences may disadvantage girls, turning them away from SMET instead of engaging them. Experts urge more women and girls to become involved in software and hardware design, to begin to transform computer culture. The ihInvolving Girls as Designerslg (IGD) project will look at what can happen when girls design their own technology-enhanced science learning experiences. Do girls and boys approach the design process differently? If so, what are the characteristics of a girl-friendly design process? Do all-girl design teams create products that are more appealing to other girls than products designed by all boy teams? Are gender differences more strongly polarized by the end of middle school, or are they equally evident even in fifth grade? METHODS: IGD will invite small teams of girls to experience and critically assess a series of high quality science-learning experiences diverse in their technology and extent and form of interactivity, ranging from planetarium show to role play simulated mission to Mars, from CD-ROM games to exploring space science on the web, television to immersive virtual reality. These young, newly expert technologists will then design their ideal science learning experience, with the goal of teaching science and inspiring kids to be interested in SMET. IGD will profile girl reactions to the diverse forms of science learning. The design process and design outcomes of the all-girl design teams will be analyzed and compared to all-boy teams. IGD will compare fifth grade girls (whose enthusiasm for science parallels boys) with eighth grade girls (whose enthusiasm and self confidence in science has declined), looking for similarities and differences in technology attitudes, design process, and design outcomes. Professional software developers will create visualizations of each team's prototype. With no indication of the gender of the designers, each set of visualizations will be shown to same-age students to discover whether boys and girls prefer prototypes developed by their own gender. INTELLECTUAL MERIT: IGD will test the assertion that involving girls as designers can impact design process and product and describe gender and age differences. IGD will contribute concrete understanding of girls' attitudes toward diverse forms of technology-enhanced science learning. BROADER IMPACTS: IGD could provide compelling evidence to software developers about the critical importance of involving girls as designers and ways of enabling girl-friendly design processes. IGC could provide guidance to teachers and curriculum designers about choosing among technology-enhanced science learning experiences. The PIs teach graduate design research classes (in education and digital media design). They will involve their students in the research and integrate findings into their courses. New understanding about girl-friendly science education designs will be incorporated into the Mars Pioneer Learning Adventures initiative and into the overall Comm Tech Lab software design process and College of Education and Digital Media Arts curricula. RES ON GENDER IN SCI & ENGINE HRD EHR Heeter, Carrie Michigan State University MI Jolene K. Jesse Continuing grant 768919 1544 SMET 9178 9177 0116000 Human Subjects 0217199 October 1, 2002 TECH TEAM: A Project Based Technology Sequence for Middle School Girls. The Educational Television Endowment of South Carolina, in collaboration with the South Carolina Educational Television Network (SCETV), will carry out a program to increase middle school girls' enthusiasm for and understanding of technology and introduce them to women who work in science and technology fields. The project is a three-year pilot program called TECH TEAM that consists of afterschool technology clubs, workshops in computer applications at SCETV and Summer Technology Day Camps. Partners include the Girl Scouts of the Congaree Area, Inc., the Girl Scout Council of the Pee Dee Area, and the College of Education of the University of South Carolina. In addition to the girls themselves, TECH TEAM will train the club facilitators - teachers and Girl Scout leaders - in video and computer-based technologies, project based curriculum development and techniques for gender equitable education in an annual series of Saturday workshops. The TECH TEAM project will take place in three South Carolina school districts - the School District of Fairfield County, Richland District One and Marion District One - all of which are considered critical needs districts. Fairfield is a rural county in which 40.8% of the adults have less than a high school education and unemployment is at the second highest level in the state. Marion District One is in a poor, rural area in which 76% of the students qualify for free or reduced lunch, over 50% come from single parent homes and 75% are minority. Richland District One is an urban district. 80% of students are minority and 58% qualify for free or reduced lunch. TECH TEAM is designed to increase girls' technological fluency through a progressive sequence of technology applications in a hands-on, project based setting. In the first year, 2002-2003, the girls will videotape interviews with local women who work in the fields of science, math, technology and engineering. To locate their interviewees, they will learn and use research skills, including both informal and Internet-based techniques. The girls will edit their videos using a computer-based editing program, and broadcast them to schools across South Carolina via SCETV's Instructional Television Fixed Service (ITFS). They will host two-way call-in shows on the ITFS, allowing students anywhere in the state to respond and ask the girls questions. In the second year of the project, 2003-2004, the girls will create a Web site about TECH TEAM that will be integrated into www.knowitall.org, SCETV's Web portal for teachers and students. The girls will design the layout of their site and publish writing, post videos and contribute to a threaded discussion that will be developed for the site. In TECH TEAM's third year, 2004-2005, the girls will create a searchable database of their videos for inclusion on the site, adding dynamic elements that require the use of computer codes, so that they extend their fluency in the use of computer technology. They will learn about SQL (Structured Query Language), and they will develop CFML (Cold Fusion Markup Language) to make their databases Web accessible. In addition to the afterschool clubs, they will attend a series of Saturday workshops taught by SCETV programmers. During each summer of the project the TECH TEAM girls will attend a Summer Technology Day Camps at SCETV's Telecommunications Center in Columbia. The camps will allow all the participants to meet each other, work in SCETV's computer labs, and present their work to an invited audience. Throughout each year a video crew will document the progress of TECH TEAM on videotape and interview the participants. This material will form the basis of a CD-ROM to be produced for teachers' professional development. The CD will be mailed free of charge to every middle school in South Carolina and will be made available nationwide through SCETV's marketing division. Evaluation and assessment of TECH TEAM will be conducted by Dr. Kenneth Stevenson of the College of Education of the University of South Carolina. The impact of TECH TEAM goes beyond gender equity considerations to universal issues of technology education, teacher training, adolescent development, the design of afterschool programs, and partnerships between schools and informal education providers; TECH TEAM will advance understanding of these areas as they apply not only to girls but to all students and teachers. RES ON GENDER IN SCI & ENGINE HRD EHR Newman, Betsy Urica Floyd ETV Endowment of South Carolina, Inc. SC Jolene K. Jesse Continuing grant 755257 1544 SMET 9177 0217200 September 1, 2002 (DIS) Think Again...Girls Can!. The goal of this dissemination project is to develop a model public service ad campaign that will advance the participation of women and girls in SMET through effecting a positive shift in attitudes among parents, educators, students and others in the community regarding girls' pursuit of interests / careers in SMET. The projects lead institution is Stony Brook University and collaborating organizations / institutions include the Long Island Fund for Women and Girls, Briarcliffe College, and television stations WLIW21 (PBS) and WLNY55. This informal education project will develop a series of dynamic television spots, to be disseminated through local television broadcasts and through online links. The target audienceconsists of parents, educators and other authority figures, as well as peers, who have a great deal of influence over young peoples' perceptions of their educational and future professional options. Spots will reflect research findings that illustrate current gender inequities in SMET education and careers, and "de-bunk" some of the commonly accepted beliefs regarding gender-related causes for these disparities; information about often ignored or unremarked historical and current contributions of women in SMET; and national statistics on professional shortages in the SMET employment pool. This video campaign will attempt to re-shape public attitudes regarding the gender appropriateness of girls' SMET pursuits. Using psychosocial research as a guide, the project will disseminate information in ways that may directly alter attitudes among individuals in the targeted groups, as well as encourage new behaviors that may then trigger compensatory attitude changes. This is a novel approach which combines technology-based applications, marketing strategies, and psychosocial research to target change in specific underlying public attitudes that hinder the participation of girls and young women in SMET. RES ON GENDER IN SCI & ENGINE HRD EHR Grackin, Janice Diane Cohen SUNY at Stony Brook NY Jolene K. Jesse Standard Grant 96734 1544 SMET 9177 0217212 September 1, 2002 Northwest Girls Collaborative Project. Throughout the Pacific Northwest there currently exist numerous organizations providing valuable but uncoordinated activities and support services related to motivating and supporting girls interest in SMET careers. Twenty such organizations in Washington State alone. The activities of these groups are not coordinated and in fact, some groups appear to be in competition for access to girls and to resources, particularly for resources from the corporate community. This funding source, in the face of recent layoffs, is less inclined to support such programs. Under these circumstances it becomes increasingly important to coordinate existing and evolving activities to effectively utilize resources. This project includes three primary activities: Dissemination and Outreach: In partnership with the Northwest Girls Coalition, document and promote coordination and collaboration among girl serving SMET programs in Washington and Oregon and establish an on-going communication system linking these organizations. Creation of a Program Evaluation Rubric: In collaboration with the Northwest Regional Educational Lab create a program rubric reflecting best practice models and program assessment tool based on the rubric. Mini-Grants: With the support of Washington and Oregon MESA, we will offer mini- grants to a minimum of twenty-two girl-serving STEM focused programs to support collaboration, assessment activities and projects related to addressing gaps and overlaps in service. The project is under the guidance of a Champions Board made up of individuals such as Dean of the College of Engineering at the University of Washington, current presidents of the state Math and Science teacher associations, and representatives from both the Washington and Oregon state education departments. RES ON GENDER IN SCI & ENGINE HRD EHR Peterson, Karen Puget Sound Center for Teaching, Learning and Technology WA Ruta Sevo Standard Grant 99982 1544 SMET 9177 0217221 September 15, 2002 Girls Creating Games: Increasing Middle School Girls' Interest in Technology. The vast success of products like the "GameBoy" sends a clear message that technology is the domain of boys. The Girls Creating Games Program is a demonstration project designed to challenge this message by teaching girls to design and program a computer game. This project is unique in its approach: it puts girls in the role of producers of technology, rather than simply consumers. One hundred eighty middle school girls will participate in a study to determine whether producing technology (computer game design) can increase girls' fluency, interest, active participation and persistence in technology studies. The specific project goals are to a)increase girls' knowledge, interest, attitudes, and confidence with computers, b) increase adults capacity to support girls in technology, and c) add to research on the kinds of programs and technologies that increase the interest and persistence of middle school girls in technology studies and careers. The proposed project will take place with small groups of girls after school and during the summer in a small, urban county (70% White, 21% Hispanic) in California. It involves an unusual partnership between four entities: 1) researchers and program developers from a non-profit health promotion agency (ETR Associates); 2) school personnel and students from New Brighton Middle School; 3) staff and youth from a Boys & Girls Club; and 4) female technology students, teachers, and professionals from local colleges and companies. This partnership is essential for building knowledge (e.g., identifying effective program strategies to increase girls interest and persistence in technology studies), and increasing social capital (e.g., building the capacity of adult female role models, teachers, and staff to provide a supportive environment). Teaching computer game design holds great promise as an intervention strategy for increasing girls' interest in technology. Indeed, interactive games have an early influence on theskills and attitudes that are the best predictors of future technology-related behavior (Greenfield & Cocking, 1996; Levine & Donitsa-Schmidt, 1998; Subrahmanyam & Greenfield, 1998). Only two other known programs (with elementary and high school students) have used game creation as an intervention strategy or as part of a research-driven agenda (Kafai, 1995; Miller, Chaika, & Groppe, 1996). Our work extends that research by working with middle school students in an informal learning (out of school) environment, and using theoretically and empirically-based program activities that build on girls development research. Our project is also innovative in that it includes identity formation as part of the program as a way to transform, not simply respond to existing gender roles (Cassell & Jenkins, 1999). Our program strategies are designed to appeal to girls. They include having fun with computers; linking technology with its real-world application; focusing the game content on social issues; using a collaborative instructional model; involving technical female role models, school teachers and program staff; and assessing the impact of game design on participants as well as the teachers and staff. The proposed intervention will be evaluated using a quasi-experimental, pre-post test design. Two hypotheses will be tested. First, compared to the control group, the participants in the intervention group will report a greater increase in problem-solving and computer skills, interest in computers, positive attitude toward computers, intention to pursue computer studies, confidence using computers, knowledge about tech careers, and support to pursue a career in technology. Second, the instructional model that uses collaboration with peers and guidance from teachers, staff, and female role models will increase the adults' capacity and interest to support girls active participation in technology, and challenge stereotypes about who is good at computers. Data will be collected using surveys, interviews, and student notebooks. The findings will result in a replicable version of the program that can be used to increase girls interest in technology and adults capacity to support them in other school and after school settings. RES ON GENDER IN SCI & ENGINE HRD EHR Denner, Jill ETR Associates CA Jolene K. Jesse Continuing grant 892552 1544 SMET 9178 9177 0217247 September 15, 2002 PLN: POWER SHIFT: A Proposal to Augment the Performance of Girls in SMET Studies. POWER SHIFT: A Proposal to Augment the Performance of Girls in SMET Studies In keeping with the mission to educate children and families, encourage creativity, and challenge all learners in new and innovative ways, the Maine Discovery Museum plans out-of-school-time programs that will increase competence in science and mathematics and promote technological fluency for middle school students. With the passage of a landmark initiative by the 119th Maine State Legislature that equips all 7th and 8th grade students with laptop computers, MDM plans programs that will expand the use of laptop computers beyond the school day, encourage parent involvement, and convey fresh ways of learning and teaching math and science. With a history of providing exhibits and educational programs that are based on recognized learning theories and that accommodate a wide-range of learning styles, we have an excellent opportunity to implement project-based activities that encourage creative problem solving, social interaction, and group communication. We believe these program ingredients, along with staff development workshops that focus on gender equity issues, will foster improved achievement and greater participation by females in SMET professions. RES ON GENDER IN SCI & ENGINE HRD EHR Stark, Andrea Maine Discovery Museum ME Ruta Sevo Standard Grant 29928 1544 SMET 9177 0217542 November 1, 2002 City University of New York LSAMP Phase III. City University of New York LSAMP Phase III The New York City Louis Stokes Alliance for Minority Participation in Science, Engineeringand Mathematics (LSAMP) was initiated within CUNY in 1992 to promote interest in science engineering and mathematics among underrepresented minority students. The main goal of LSAMP Phase III is to build a permanent CUNY infrastructure through augmentation of our demonstrated productive capacity and output built in Phase I and Phase II, with a coordinated program of summer and academic year research, teaching and service opportunities for participants. The NYC LSAMP Phase III will continue to work for systemic changes that will ensure the increased production of minority SMET graduates, and address the areas delineated by the NSF as national priorities. The areas are: 1) The Educational Continuum; 2) Institutionalization and Best Practices; 3) Undergraduate/Graduate Transition; and 4) Mentoring. Since 1992, minority undergraduate enrollment in science, mathematics, engineering and related technology courses has increased from 4,216 to 6,976 in 2001, an increase of 65 %. In that same period, those earning baccalaureate degrees increased from 404 to 755 per year, an increase of 86 %. The total number of minority graduates since 1992 exceeds 5,800. LSAMP programs now serve more than 14,000 CUNY undergraduates annually. Clearly, the LSAMP has had a positive impact in the University during a period when CUNYs overall total enrollment, both minority and non-minority, decreased from about 230,000 to 200,000, and is testimony to the success of the LSAMP initiative. NYC LSAMP Phase III will augment and make permanent the following systemic changes and reforms: - A hierarchical organizational structure to foster delivery on its goal. - Restructuring of gatekeeper calculus, chemistry and physics courses. - Science and mathematics learning centers on CUNY campuses. - Seamless academic transitions at all critical points, from high school to graduate school. - The universitys investment in undergraduate research as integral to the undergraduate experience. - An undergraduate student and faculty research program across college boundaries. - Sustainable agency and industry collaborations. - Joint planning and resource commitment with other systemic initiatives. - Tracking individual student persistence to the baccalaureate and graduate level. - Producing a steady stream of high school students entering SMET curricula. Alliance activities in Phase I and Phase II centered on curriculum reform (Phase I), and integrating research into undergraduate education (Phase II). The strategy of increasing the enrollment in the SMET disciplines via curriculum reform in Phase I, led in a systemic manner to positioning students to take advantage of the increased research opportunities in Phase II. The Alliance Course Restructuring for gatekeeper calculus, chemistry, and physics courses included an emphasis on collaborative learning, a non-competitive approach to problem solving, and workshops conducted by specially trained peer tutors and faculty members. For the period 1997-2001, CUNY enrolled over 46,000 students in NYC LSAMP institutionalized or restructured courses. It was in this context that over 5,800 students graduated with SMET degrees at the BS level, with increased numbers of students participating in LSAMP activities as research assistants. Phase III activities will involve a systemic approach to increase the number of participants that continue on to graduate school or teacher education at the graduate level. ALLIANCES-MINORITY PARTICIPAT. GRADUATE FELLOWSHIPS HRD EHR Parker, Neville Leon Johnson Louise Squitieri CUNY City College NY Dr. A. James Hicks Cooperative Agreement 7258393 9133 7172 SMET 9178 9177 7204 0217571 November 1, 2002 North Carolina Louis Stokes Alliance for Minority Participation - Phase III. North Carolina Louis Stokes Alliance for Minority Participation - Phase III The North Carolina Louis Stokes Alliance for Minority Participation (NC-LSAMP) requests support for continuingits efforts during Phase III. The LS-NCAMP Alliance includes eight partner institutions - North Carolina A&T State University (lead institution), Fayetteville State University, North Carolina Central University, North Carolina State University, University of North Carolina - Chapel Hill, University of North Carolina Charlotte, University of North Carolina - Pembroke, and Winston Salem State University. The Provost and Vice Chancellor for Academic Affairs at North Carolina A&T State University will lead the project with assistance from key administrators at all Alliance institutions. This will ensure the effective institutionalization of the strategies proposed here. The work proposed caps a decade long series of activities aimed primarily at increasing undergraduate degree production in Science, Mathematics, Engineering and Technology (SMET). Underrepresented minorities comprise 30 percent of the college-age population but they represent only 11 percent of the baccalaureate engineering graduates resulting in a "parity gap" of 19 percent. The parity gap is even more pronounced at the master's and doctoral level. Clearly, more needs to be done to reduce this parity gap, more out of economic necessity and to meet global competitive pressures than any other reason. The efforts outlined in this proposal are aimed at meeting this challenge. The activities proposed in this proposal are driven by the need to increase substantially the number of underrepresented minorities who will contribute significantly in science, mathematics, engineering and technology areas. While the baccalaureate degree programs will receive continued attention, special emphasis will be placed on amplifying the flow of minority students in the graduate and research pipeline. The primary goals of the proposal are (i) to increase the pool of competent underrepresented SMET graduates with bachelor's degrees (specific objectives include increasing the number of SMET graduates from bachelor's degree programs by 10% from allAlliance partner schools by 2007 and increasing the quality of SMET bachelors degree graduates from all alliance partner schools based on their performance in college courses and national examinations by 50% by 2007) and (ii) to increase the number of students who matriculate into SMET graduate schools (specific objectives include increasing the number of SMET students who express an interest in graduate studies by 100% by 2007, increasing by 100%, the number of SMET graduates who are academically qualified for admission to graduate programs by 2007, increasing the number of SMET graduates from alliance partner institutions who are enrolled in graduate SMET programs by 100% by 2007, and increasing the retention rate by 10% of underrepresented students in graduate SMET programs). An additional goal of the project is to identify significant factors that promote baccalaureatedegree attainment, retention in academic programs and entry into graduate school in SMET areas (specific objectives are to identify significant factors that promote and hinder retention of minority students enrolled in SMETbaccalaureate degree programs, and to identify significant factors that promote and hinder entry of minority undergraduate students into graduate SMET degree programs). Strategies for accomplishing project goals are based on published techniques that have proven successful in smaller samples. Specifically, the approaches to be employed include focused recruitment from school; bridge programs to manage the school-college transition; supplemental instruction, cohort scheduling and workshops for undergraduate students during the first year to enhance retention and preparation for upper-class coursework; undergraduate research and professional development workshops aimed at motivating and preparing students for graduate study; and the development of networking and mentoring systems to improve retention in the first year in graduate school. A key emphasis during Phase III will be Alliance-wide institutionalization of proven strategies that have been known to improve the success rates of students in SMET. The Alliance partners together awarded over a thousand degrees and currently enroll over six thousand undergraduate minority students in SMET programs. In addition to students in the Alliance, dissemination activities under this proposal have the potential to impact several thousand students each year. ALLIANCES-MINORITY PARTICIPAT. HRD EHR Thompson, Alton Joseph Monroe North Carolina Agricultural & Technical State University NC Dr. A. James Hicks Cooperative Agreement 5908047 9133 SMET 9178 9177 7204 0217602 November 1, 2002 Louis Stokes South Carolina Alliance for Minority Participantion (LS-SCAMP). Louis Stokes South Carolina Alliance for Minority Participantion (LS-SCAMP) The Louis Stokes-South Carolina Alliance for Minority Participation (LS-SCAMP) has become a keystone for undergraduate science, mathematics, engineering and technology (SMET) retention and a catalyst for degree completion within the state. Committed leadership from top- level administrators is paramount to the successful implementation of the goals proposed herein.The new LS-SCAMP Phase I will be lead by South Carolina State University (SCSU),nationally ranked for African American/Minority SMET degree completion and the largest producer of underrepresented minority SMET degrees in the state. Currently all of SCSU's SMET baccalaureate degree programs are ranked nationally as a result of African- American/Minority degree completion. Biology , Mathematics and Engineering Technology are ranked 4 th in the nation while Computer Science is ranked 13 th and Physics is ranked 21 st . LS-SCAMP includes all seven of the HBCUs in the state of South Carolina and represents a new beginning and a new era of support for the success of underrepresented minorities in SMET. To meet the strong demand for higher education and to combat the persistent barriers toaccess, the new LS-SCAMP will build on the foundation established during the prior SCAMP phases. Specifically the following Phase I goals will be achieved: 1. Increase underrepresented SMET baccalaureate degree production at a rate that is 40% higher than the national SMET degree rate. 2. Strengthen and expand undergraduate research opportunities for SMET students. 3. Provide opportunities for SMET students to develop knowledge and skills that will improve their qualifications and enhance their preparation for graduate studies in SMET fields. 4. Build a transfer bridge to increase by 100% SMET majors from 2-year institutions. The outstanding track record for the production of minority graduates at many of the Alliance institutions, the unprecedented level of support for the AMP program in South Carolina and the new statewide infrastructure, will allow the goals of Phase I to be met. ALLIANCES-MINORITY PARTICIPAT. HRD EHR Cooper, George South Carolina State University SC Dr. A. James Hicks Cooperative Agreement 5000000 9133 SMET 9178 0217615 November 1, 2002 Louis Stokes Alliance for Minority Participation (LSAMP) Indiana. Louis Stokes Alliance for Minority Participation (LSAMP) Indiana The LSAMP Indiana project is a result of collaboration among Ball State University; IndianaUniversity, Bloomington; Indiana University Purdue University Indianapolis; Purdue University, Calumet; and Purdue University, West Lafayette. Each university surveyed existing studentretention and minority programs. At many of our universities, there are a substantial number of K-12 outreach programs designed to enhance initial interest in Science, Math, Engineering, and Technology (SMET) disciplines, as well as numerous programs to help freshmen transition from high school into college. In addition, there are a substantial number of programs to support research projects by upper-division students in SMET disciplines. However, there are fewer (if any) programs across the participating universities to help first-year students identify with their SMET discipline and help them to sustain that initial identification through research and mentoring experiences over their next two years of college. In response to this finding, the involve institutions formed an alliance to increase the number of minorities receiving baccalaureate degrees in SMET disciplines by providing (1) early research enrichment experiences; (2) sustained teaching and mentoring opportunities in gatekeeper as well as upper-level courses; (3) personalized interactions with graduate students and faculty mentors beginning in the students' freshman year; and (4) professional and personal development opportunities. These early experiences with research and teaching are designed to encourage students to forge and sustain an academic and a social identification within their SMET discipline. These goals will be reached by the implementation of the following three programs: Summer Transition and Academic Research Programs (STAR Programs) -- The STAR programs will help LSAMP students' transition from high school to college by exposing them to research and career enrichment experiences designed to enhance the student's initialcommitment to a SMET discipline beginning in the summer before their first year of college. Importantly, to sustain this initial commitment, the STAR programs then continue to provide research and career enrichment experiences from the students' freshman year through the summer after their sophomore year. STAR programs will provide research and career enrichment experiences that include such activities as the following: (1) participation in a summer bridge program with a "hands on" introduction to research experiences component; (2) formal and informal meetings with faculty and/or graduate mentors; (3) visits to laboratories that emphasize the active involvement of students; (4) participation in a higher-level summer research experiences between their first and second years of college; and (5) participation in the annual LSAMP Indiana Research and Alliance Enrichment Conference. Supplemental Instruction (SI) -- SI programs offer participants the chance to lead and/or participate in review and study skill sessions to supplement course instruction. Some of the universities in this alliance have established SI programs for a few of the historically high-risk 100and 200 level "gatekeeper" courses, and they are particularly effective in raising participants'(especially minority participants') G.P.A. and retention rate. As an alliance, therefore, we are interested in the following: (1) beginning the SI program in SMET courses at universities with no SI program; (2) expanding the SI program to (more) SMET courses at universities with an established SI program; and (3) adding SI to upper-level courses known to be difficult for students (i.e., 2 nd level gatekeeper courses). Coordination and Development Programs -- To forge the Alliance, all parties involved in LSAMP Indiana will be invited to conferences in order to: (1) enhance the alliance by sharingdata, program experiences (successes and failures), and ideas for improving programs and the alliance; (2) provide conference experiences that serve academic and social identification needs; (3) build a supportive network of SMET scholars (faculty, graduate students, administrators, and students) working toward a shared goal who can help guide the alliance; and (4) develop diversity competencies among faculty, administrators, support staff, graduate students, and undergraduate students affiliated with LSAMP Indiana by developing new and innovative workshops that are then adapted and administered on each campus. ALLIANCES-MINORITY PARTICIPAT. HRD EHR Sypher, Beverly Pamella Shaw Purdue University IN Dr. A. James Hicks Cooperative Agreement 2312116 9133 SMET 9178 0217629 November 1, 2002 Tennessee Louis Stokes Alliance for Minority Participation (TLSAMP). Tennessee Louis Stokes Alliance for Minority Participation (TLSAMP) If America is to prosper in the new millennium, we must build a domestic science, mathematics, engineering, and technology (SMET) workforce that uses the talent of all segments of our population. America's prosperity is fueled by the nation's technical enterprise. As evidenced by the tragic episode of September 11, our country must build on the diversity within this country so that an increasingly large share of the work force will consist of women and underrepresented minorities. Many national programs have been identified to enhance the quantity and quality of underrepresented minorities in science and engineering. This proposal describes a program designed to improve the quantity and quality of underrepresented scientists and engineers graduating each year with a bachelor's degree. The partners in the proposed alliance are all from the state of Tennessee. The existing knowledge base relative to minority participation in science and engineering will be the foundation of our efforts. The goal is to build on this foundation and to expand the available options to enrich programs at partner institutions and beyond. Tennessee State University, LeMoyne-Owen College, Middle Tennessee State University, University of Memphis, University of Tennessee at Knoxville, and Vanderbilt University will partner to form the Tennessee Louis Stokes Alliance for Minority Participation (TLSAMP). The ultimate success of this collaboration rests in the fact that if there is any student's need, there is an institution within the alliance with the characteristics, experience, and/or resources to meet the needs of the student. The alliance can draw on the strengths and experiences of each of the individual members. The goal of the TLSAMP is to increase the number of the underrepresented SMET students by at least 75% at the end of the five-year period. The objectives to support the goal of the alliance are: 1) to recruit underrepresented students to pursue science or engineering as a career, 2) to improve the quality of the learning environment for underrepresented science and engineering students at all schools, and 3) to ensure that a larger number of undergraduate students are prepared to enter graduate programs. The Alliance will emphasize collaborative learning approaches, mentoring activities via faculty, staff, and upper level students, and hands-on research and internship experiences. Using this approach, three project areas have been chosen as critical focal points for achieving the qualitative and quantitative goals of the project. These project areas utilize strategies with demonstrable effectiveness in the retention of underrepresented students in science and engineering. All project areas will involve faculty, staff, or students during the design phase as well as the continuous quality improvement phase. In this project, assessment will be built into each project area as a result of the formulation of specific, measurable quantitative and qualitative objectives. These objectives will be reviewed and revised on an ongoing basis. An Advisory Committee composed of the Vice Presidents and Deans from the six schools will oversee all aspects of the grant project. ALLIANCES-MINORITY PARTICIPAT. HRD EHR Johnson, Melvin Tennessee State University TN Dr. A. James Hicks Cooperative Agreement 3601992 9133 SMET 9178 7204 0217675 November 1, 2002 Florida Georgia Louis Stokes Alliances for Minority Participation (LSAMP) Program (Phase III). Florida Georgia Louis Stokes Alliances for Minority Participation (LSAMP) Program (Phase III) Florida A&M University in coalition with Albany State University, Bethune-Cookman College, Florida State University, University of Florida, University of South Florida, University of Central Florida, Florida International University, Florida Memorial College, University of Miami, Tallahassee Community College, Miami Dade Community College, and Florida Community College at Jacksonville has developed a program to significantly increase the quality and quantity of minority students successfully completing science, engineering and mathematics (SEM) B.S. degree programs as well as significantly increase the number interested in and qualified for matriculation into Ph.D. SEM programs of study. Subsumed under these goals are the following measurable objectives: at least quadruple the annual entry of minority B.S. graduates into Ph.D. SEM programs from 100 (year 2001 baseline) to 500 over the next five years; (2) increase by ten percent (baseline 2320), the number of B.S. degrees awarded to underrepresented minorities in SEM disciplines by the year 2007; and (3) institutionalize the FGLSAMP Project at each participating institution by 2006 to insure FGLSAMP permanence after NSF funding ceases. The Alliance proposes to utilize a holistic model to transition SEM scholars from high school to college, positively influence their retention in college, enhance their B.S. graduation rates from college and entry into Ph.D. degree SEM programs of study. Project activities to realize these goals and objectives include developing structured relationships with school systems and community colleges to attract students to SEM majors; establishing workshops to increase student academic performance; implementing a pre-matriculation institute; and implementing a pre-junior graduate school orientation program and pre-senior research apprenticeship to stimulate student competence and interest in graduate school. The FGLSAMP Project will form partnerships with AGEP Projects, Ph.D. degree granting institutions, other appropriate NSF agencies, national/governmental laboratories, private foundations and private industry to assist in providing funds for research stipends and graduate fellowships for student participants. The Florida Legislature provides $640,000 in matching funds annually to support participating Florida institutions in the FGLSAMP Project. The results from this project will be shared with other institutions and scientists via reports, newsletters, FGLSAMP EXPOs and published articles. ALLIANCES-MINORITY PARTICIPAT. HRD EHR Turner, Ralph Florida Agricultural and Mechanical University FL Dr. A. James Hicks Cooperative Agreement 5830495 9133 SMET OTHR 9178 7204 0000 0217691 November 1, 2002 The University of Texas System Louis Stokes Alliance for Minority Participation. The University of Texas System Louis Stokes Alliance for Minority Participation The University of Texas System Alliance for Minority Participation (UT-System AMP) brings together all nine academic components of The University of Texas System and ten regional community college partners in an effort to increase the number of under- represented minority students and students from other under-served populations enrolling in and graduating from baccalaureate programs in science, mathematics, engineering, and technology and entering graduate programs in SMET fields at UT-System universities. The activities of the UT-System AMP are supported by partnerships with industry and government agencies, particularly national laboratories. The educational institutions in the Alliance serve a rapidly growing region, where by the decade's end minorities will comprise a majority of the population. Prominent among the institutions are those in the U.S.-Mexico Border regions serving large numbers of Hispanic students and those in metropolitan areas serving mainly commuter students,including many minorities. The UT-System places a high degree of importance, system-wide, on improving retention among undergraduates and providing enhanced opportunities for these undergraduates to enter graduate programs in SMET. This proposal also emphasizes the system-wide sharing of resources to attain these goals. In Phase III, the University of Texas System Alliance for Minority Participation is committed to achieving the following objectives: 1) The UT-System LSAMP universities will enroll a minimum of 200 under-represented minority and other under-served student in their STEM doctoral programs by the fall of 2008, an increase of about 100% over the fall 2000 baseline and 2) The UT-System AMP universities will continue to work towards the Phase II goal of graduating a minimum of 1,374 under-represented minority and other under-served students with B.S. degrees in SMET. It is estimated that we will achieve this goal by 2006. When achieved, this will represent a 244% increase over 1991-1992 baseline. LSAMP program activities will focus on three major areas: (1) retention of students who are STEM majors through the development of strategies at all partner institutions to address retention of second year students in SMET; (2) mentoring and career development opportunities for STEM majors interested in pursuing an advanced degree. Activities will include the development of GRE workshops and career development/mentoring activities at each partner institution; and (3) a summer research academy where rising junior and senior students will have the opportunity to work in a research laboratory at one of the five doctoral-granting institutions in the alliance. Students will receive stipend support, mentoring and training. The UT-System LSAMP has permanently changing the nature of SMET higher education in Texas. Through the UT-System LSAMP, the participating universities have raised the visibility and increased the awareness of the chancellor, presidents and chief academic officers about SMET program outcomes and the status of under-represented minority students. Providing leadership to the UT-System Alliance for Minority Participation will be a Governing Board, chaired by Ed Sharpe, Executive Vice Chancellor of The University of Texas System, which includes presidents, vice-presidents, or provostsof UT-System member institutions and participating community colleges as well as a selected number of experts from industry and the national R&D community. Meeting annually, the Governing Board will continue to provide general oversight of the UT-System AMP. The Academic Leadership Council (ALC), composed of deans, chairs and distinguished faculty are involved in the implementation of AMP activities at their institution. The ALC meets twice ALLIANCES-MINORITY PARTICIPAT. HRD EHR Flores, Benjamin Helmut Knaust Pablo Arenaz University of Texas at El Paso TX Dr. A. James Hicks Cooperative Agreement 5393432 9133 SMET 9178 7204 0220556 September 15, 2002 Bridging the Gap: A Synthesis of Findings from SMET Research and Demonstration Projects in K-12 and Higher Education 1993-2001. The American Association of University Women (AAUW) Educational Foundation is producing a summary of what has been learned from projects funded by NSF and the AAUW Educational Foundation from 1993 through 2001. Both organizations have funded research and demonstration projects in education, particularly science, mathematics, engineering, and technology education, that increase the participation of girls and women, and provide equal access to learning. The research team will summarize what is found in a number of areas, including gender differences in math and science skills and performance, differences among girls due to ethnicity and race, successful approaches that engage female students, factors that influence girls and women to pursue study in these fields, critical junctures for female SMET majors in higher education, and determinants to persistence at the graduate level. The study will use findings, evaluation results and accounts of innovative efforts reported in 175 projects funded by NSF and 200 projects funded by AAUW Educational Foundation. The published synthesis of findings and results will be disseminated widely to education policy makers, teachers and administrators via AAUW's publishing and marketing programs. RESEARCH ON LEARNING & EDUCATI RES ON GENDER IN SCI & ENGINE HRD EHR Lark, Nancy Yasmin Kafai American Association of University Women DC Jolene K. Jesse Standard Grant 218708 1666 1544 SMET 9178 9177 0221668 September 1, 2002 NSF-TCUP Planning Grant. Though this TCUP planning award Little Big Horn College, located on the Crow Reservation, will develop a comprehensive long-term plan for strengthening the institution's Science, Technology, Engineering and Mathematics (STEM) programs. The project will be divided into four phases: assessment of the current status of STEM curricula, infrastructure and student support; implementation of a 2-day planning retreat; development of the detailed long-range STEM plan; and preparation/submission of a TCUP implementation award proposal. The institution feels that the planning process and the development of a long-term STEM plan will provide it with the potential to make significant and sustainable improvements in the STEM programs including better integration and leveraging of information technology. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Yarlott, David Little Big Horn College MT Lura J. Chase Standard Grant 49993 1744 SMET 9178 0222078 September 1, 2002 Salish Kootenai College Bachelors of Information Technology Program. Building upon the current two-year Computer Science Associate Degree Program, Salish Kootenai College will develop and implement a Bachelors of Information Technology Program (BIT) using the TCUP five-year implementation award. The structure of the BIT will enable students to obtain the most recent industry certifications such as those developed by Microsoft and Cisco and to pursue different educational tracks including networking, wireless communications, security and database administration. Components of the BIT will be offered online and through summer "boot camps", allowing working professionals the opportunity to upgrade their knowledge. Project activities include development of curriculum, faculty and facilities. Project funds will also support student recruitment, retention and internship programs. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Chumrau, Alice Salish Kootenai College MT Lura J. Chase Cooperative Agreement 2546000 1744 SMET 9178 0222488 September 1, 2002 Hawai'i Kumu-Ola: Source of Knowledge Program. The University of Hawaii Manoa, located on the island of Oahu, will implement the project entitled: "Hawai'i Kumu-Ola: Source of Knowledge Program". This five-year TCUP project will adapt a successful Native American recruitment and retention model used at Oregon State University to increase the number of Native Hawaiians and underrepresented students in STEM fields of study. The project will endeavor to increase the number of Native Hawaiian and underrepresented students by: integrating traditional ecological knowledge in core courses; assisting teachers and students in the establishment of math learning communities; providing students with exchange, mentoring and internship opportunities; involving students in "hands-on" field-based learning; assisting students in their transition from high school to college; and involving students in the production and delivery of television and internet media used in program outreach. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Raleigh, C. Barry Judith Vergun University of Hawaii HI Lura J. Chase Cooperative Agreement 2003081 1744 SMET 9178 0222546 September 1, 2002 Strengthening Science, Technology, Engineering, and Math Programs of Study. Title: Strengthening Science, Technology, Engineering, and Mathematics Programs of Study Turtle Mountain Community College HRD 0222546 PI - Carol Davis With NSF support, Turtle Mountain Community College (TMCC) will improve its capacity to enroll, retain, and graduate Native American students in STEM disciplines. The use of technology will be emphasized where it can be directly applied within the STEM curriculum and used as a mechanism to enhance teaching and learning. Faculty professional development will also focus on the infusion of technology into the STEM curriculum. Project goals include strengthening the institution's technological infrastructure and systematically enhancing TMCC's STEM capacity; improving STEM teaching and learning through curriculum development, reform and enhancement; and, broadening student participation in STEM programs through improved outreach, recruitment, retention and graduation. Special emphasis will focus on promoting student success in STEM gatekeeper and bottleneck courses. TRIBAL COLLEGE & UNIVERS PROGR MODEL INST OF EXCELL NON-RESER HRD EHR Davis, Jim Wannetta Bennett Turtle Mountain Community College ND Lura J. Chase Cooperative Agreement 2767057 1744 1582 SMET 9178 9150 0000099 Other Applications NEC 0222562 September 1, 2002 Honolulu Community College Tribal Colleges and Universities Program (TCUP) Planning Grant. Through this award, Honolulu Community College will conduct an assessment of its Science, Technology, Engineering, and Mathematics (STEM) curriculum and infrastructure in order to develop an institutional action plan to improve STEM instruction. Project activities include: development of STEM course assessment instruments; development of a plan to recruit Native Hawaiians into STEM programs; outreach to potential industry, community, and/or educational partners to provide student internship opportunities; and, development of a tracking system for STEM students and graduates who transfer to four-year colleges and universities and for those that gain employment in STEM fields. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Ota, Sharon University of Hawaii HI Lura J. Chase Standard Grant 49887 1744 SMET 9178 0222704 September 1, 2002 PRISM: Program Review In Science and Mathmetics on Navajo Lands. Crownpoint Institute of Technology seeks to broaden the current curriculum with increased emphasis on the quality of its instructional and outreach programs in STEM. The outcome of the project will be a comprehensive study and potential impact assessment of how increased investment in STEM can attract more Navajo students into these fields of study, identification of professional needs of faculty, as well as how these actions will potentially effect the economic status and quality of life of the peoples of the Navajo Nation. The primary goals of the project are to increase STEM resources to allow faculty to encourage and mentor students in scientific study and research, and to develop avenues for students to return to their homelands and help their own people, thus completing the circle of their journey. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Porter, Leon Alvin Young CROWNPOINT INSTITUTE OF TECHNOLOGY NM Lura J. Chase Standard Grant 50000 1744 SMET 9178 0222790 September 1, 2002 A Planning Grant for Assessment and Plan Development of the Science, Technology, Engineering and Mathematics (STEM) Curriculum and Infrastructure at Windward Community College. With NSF support, Windward Community College (WCC) will conduct an assessment of its science, technology, engineering and mathematics (STEM) curriculum and infrastructure, and develop an integrated institutional plan to improve and enhance WCC's STEM curriculum and infrastructure. The proposed 12-month effort will be divided into three phases: Phase I - Development and application of assessment tools for evaluation of WCC's STEM curriculum and infrastructure; Phase II - Development of a long-term integrated STEM enhancement plan including assessment instruments to evaluate progress; Phase III - Identify resources and secure support to implement the STEM institutional enhancement strategies. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Mullikin, Linka David Krupp University of Hawaii HI Lura J. Chase Standard Grant 49953 1744 SMET 9178 0222896 September 1, 2002 Plan for Comprehensive STEM Program Assessment. Lac Courte Oreilles Ojibwa Community College (LCOOCC) will enhance the ability of rural and minority populations on and near the Lac Courte Oreilles Ojibwa reservation in northwestern Wisconsin and at two outreach sites that serve the Bad River and Red Cliff bands of Ojibwa to succeed in careers in Science, Technology, Engineering and Mathematics (STEM). The College will undertake a comprehensive assessment of community needs as well as institutional strengths and weaknesses in STEM fields. Assessment outcomes will drive systemic reform strategies, lead to more effective use of limited resources and further the development of the nation's technologically based workforce. Primary goals of the project are threefold: (1) assessment of community and employer needs and opportunities for STEM-related education and professionals; (2) identification of strategies for increasing student enrollment, retention and graduation in STEM foundation courses and program areas; and, (3) evaluation of STEM student performance to eliminate bottlenecks and strengthen STEM competencies. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Scott, Terri Lac Courte Oreilles Ojibwa Community College WI Lura J. Chase Standard Grant 49621 1744 SMET 9178 0222973 September 1, 2002 Pathways In Preparation; Enhancing Science, Technology, Engineering, and Mathematics. Chief Dull Knife College, in collaboration with the University of Montana, Montana State University and Northern Cheyenne Reservation high schools, will implement a five-year TCUP project to develop a seamless pathway for students between reservation high schools, Chief Dull Knife College and the two partner universities. The project will enable team members from these institutions to work together and to establish long-term positive relationships and networks. Project team members, including new faculty positions established through program funding, will work together to develop and revise high school and college math and science curricula; provide teacher training; develop capstone research and mentoring experiences; and implement a 2-week STEM workshop for high school students. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Littlebear, Richard Robert Madsen Jeffrey Hooker Chief Dull Knife Memorial College MT Lura J. Chase Cooperative Agreement 2405052 1744 SMET 9178 0000099 Other Applications NEC 0223033 October 1, 2002 Little Priest Tribal College TCUP Planning. With NSF support, Little Priest Tribal College (LPTC) will conduct an assessment of the institution's science and mathematics curriculum and infrastructure. Project activities include evaluations of science and mathematics course content, teaching strategies, use of technology for teaching and learning, undergraduate and faculty research opportunities, student progress, and S&E programming. An external advisory committee with representation from four-year institutions will assist College science and mathematics faculty in the development of an institutional plan to strengthen S&E teaching and learning. In addition, the College will develop a tracking system to assess the progress of the Colleges' science and mathematics graduates that transfer to 4-year colleges and universities. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Block, John Harry Martyn Little Priest Tribal College NE Lura J. Chase Standard Grant 50000 1744 SMET 9178 0223040 September 1, 2002 Hawaiian Values, Science and Technology: Advancing a New Paradigm for STEM Education. Title: Hawaiian Values, Science and Technology: Advancing a New Paradigm for STEM Education University of Hawaii at Hilo HRD 02-23040 PI - Rose Tseng University of Hawaii - Hilo (UHH) will significantly increase enrollment and graduation rates of Native Hawaiian students in mathematics and science disciplines and increase their familiarity with and the use of related technology. Elements of the project will take advantage of the extraordinary natural and cultural environment in which the University is situated. UHH will implement a new model for STEM education that is predicated on the integration of assets of culture and natural environment, and which recognizes the importance of early (K- 12 years) and positive exposure if increasing percentages of students are to be attracted to STEM disciplines. The model, called Hawaiian Compass for Advancement in Science and Technology, involves the advancement of faculty development which enculturates Hawaiian values, ways of knowing and learning, and use of current technology, curricula enhancement (technological and pedagogical) in STEM disciplines, faculty research, and outreach to Hawaiian students and communities through special enrichment classes and informational programs. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Tseng, Rose Sonia Juvik University of Hawaii at Hilo HI Lura J. Chase Cooperative Agreement 2413120 1744 SMET 9178 0000099 Other Applications NEC 0223063 September 1, 2002 Planning Grant To Enhance STEM Infrastructure and Improve Retention of Native Hawaiian Students. Kauai Community College will assess its STEM curriculum, infrastructure, and evaluation procedures and determine a course of action to strengthen STEM instruction through the integration of curricula and research. Central to this effort is a pre-technology project-centered learning community to help address barriers that prevent entry of native Hawaiians into STEM-based career pathways. Research activities will serve as foci for the enhancement of STEM curricula and infrastructure. This approach will engage students in research and strengthen institutional partnerships with private and public sector organizations offering enhanced internship opportunities. An assessment instrument to track project outcomes and the success of STEM graduates will also be developed. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Cha, Peggy University of Hawaii HI Lura J. Chase Standard Grant 49940 1744 SMET 9178 0223065 September 1, 2002 Assessment of Maui Community College's STEM Programs and Their Efficady for Native Hawaiian Students. With National Science Foundation support, the University of Hawaii Manoa - Maui Community College will conduct a comprehensive self-assessment of current and planned science, technology, engineering and mathematics (STEM) programs. The assessment includes a review of the existing STEM instructional infrastructure, curriculum, faculty professional development opportunities, technology used for instruction, high school to college transition programs, community service, and Native Hawaiian student retention and success in STEM fields. Assessment outcomes will support the development of a strategic plan to strengthen Maui Community College STEM programs to better meet the needs of the community and specifically, the Native Hawaiian population. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR wiger, flo Sally Irwin University of Hawaii HI Lura J. Chase Standard Grant 48100 1744 SMET 9178 0223076 August 15, 2002 Providing Technical Assistance to Grantees and Potential Grantees in the Historically Black Colleges and Universities Undergraduate Program (HBCU-UP). Title: Providing Technical Assistance to Grantees and Potential Grantees in the HBCU- UP Quality Education for Minorities (QEM) Network HRD 0223076 PI: Shirley McBay With National Science Foundation support, the Quality Education for Minorities (QEM) Network will continue to provide technical assistance in the Foundation's Historically Black Colleges and Universities (HBCU-UP) Program. The goal of the HBCU-UP Program is to strengthen the Nation's workforce by enhancing the quality of undergraduate Science, Mathematics, Engineering and Technology (SMET) programs at HBCUs. Support from the Foundation will enable the QEM Network to: (1) Conduct four proposal development workshops (two per year), prior to the HBCU-UP Program's annual deadline, for faculty at eligible institutions to improve the quality of multi-year and planning grant proposals submitted to the Foundation's HBCU-UP Program; (2) Conduct a follow-up workshop for institutions submitting proposals in the annual competition, whether or not their proposals were successful, to discuss next steps; (3) Conduct a workshop for new grantees focused on performance indicators, data collection, assessment, and annual reporting requirements as well as assist grantee institutions in developing an internal capacity for monitoring, assessing, and assisting in both the internal and external evaluation of their respective projects; (4) Provide on-site technical assistance to multi-year HBCU-UP award recipients linked to critical needs identified during implementation of their respective HBCU-UP Projects; (5) Create and maintain at QEM's Website links to potential sources of federal and non-federal support to assist grantee institutions in sustaining and institutionalizing the successful elements of their HBCU-UP projects as HBCU-UP funding ends as well as a listserv for HBCU-UP Project Directors. HIST BLACK COLLEGES AND UNIV HRD EHR McBay, Shirley QUALITY EDUCATION FOR MINORITIES NETWORK DC Marilyn J. Suiter Standard Grant 628495 1594 SMET 9178 0223659 September 15, 2002 Development and Implementation of a Self Evaluation and Assessment System for NSF's Tribal Colleges and Universities Program [TCUP]. Systemic Research, Inc. will collaborate with the awardee institutions of NSF's Tribal Colleges and Universities Program (TCUP) in the development and implementation of a Self Assessment and Evaluation System. Within the context of TCUP goals and relevant Government Performance and Results Act (GPRA) requirements, the TCUP Self Evaluation System will assist TCUP awardee institutions with progress indicator data collection for formative self-assessment and evaluation. Electronic evaluation instruments will be designed and developed in close coordination with TCUP awardee institutions to collect relevant quantitative and qualitative indicator data. This activity will enhance TCUP awardee institutions' capacity to monitor and assess institutional efforts to broaden participation in science, technology, engineering and mathematics disciplines. Proposed collaborative efforts will enhance institutional database management, evaluation and research capacity at TCUP awardee institutions. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Kim, Jason Systemic Research, Inc. MA Lura J. Chase Continuing grant 612348 1744 SMET 9178 0225023 August 15, 2002 PGE/DEM Computer Science Computing and Mentoring Partnership (CS CAMP). Rice University, in collaboration with the Houston Independent School District, proposes the Computer Science Computing and Mentoring Partnership (CS-CAMP), a demonstration project to enhance the interest and persistence of female students in pre-college computer science. The proposed CS-CAMP is an ambitious yet realistic plan to develop a model that can be used across the nation to make systemic school change while providing enriched learning experiences for underrepresented groups. Even though women are making strides in some areas of science, their participation in computer science is actually declining. Even in high schools, the vast majority of girls opt out of advanced high school computing courses. Through its 2-year program, CS-CAMP will provide high school girls opportunities to learn computing in a female-centric environment outside school and increase enrollment of girls in advanced computer science classes in their high schools. This should give girls in these high schools enough high-quality exposure to computing so that they can make informed decisions about whether to pursue computer science as a college major and a life career. Program Goals are to: -Prepare high school girls so that they will succeed with confidence and enthusiasm in computer science courses; -Increase girls' admission and retention in pre-college computer science courses; and -Improve the climate for girls and instructional experiences in high school computer science classes The proposed program will target eight high schools in the Houston area who will make a strong, long-term commitment to improve their schools' computer science program with the goal that girls comprise 50% of the schools' most advanced computer science classes, and if they are not currently teaching an advanced computing class, to begin to do so. The selected schools will form an implementation team consisting of a counselor, administrator, and computer science teacher to meet bimonthly at Rice with the other schools' teams and CS-CAMP to develop and implement an action plan for their schools. CS-CAMP will seed the effort by engaging 16 girls from each of the eight schools in a two-year program consisting of 2-week summer computer camp and monthly follow-up sessions. Computer camp focuses on community building, computing-career awareness, mentoring, introductory computing courses, and lots of fun. The program will provide professional development on gender equity in technology to the schools' principals, counselors, and computer science teachers. The participating computer science teachers will also facilitate at the girls' computer camp under the tutelage of master teachers. This will afford the targeted teachers (1) solid knowledge of computer science content and curriculum; (2) skill in a variety of approaches to instruction; and (3) the opportunity to plan and reflect on instruction together with other teachers. CS-Camp will create a multi-level (middle school through university faculty/industry worker) community that provides academic support and personal and professional mentoring to girls in the targeted eight schools in the hopes that those eight will become some of the country's premier schools in participation of girls in computer science and provide a model for the nation in this regard. RES ON GENDER IN SCI & ENGINE HRD EHR Tapia, Richard Keith Cooper William Marsh Rice University TX Jolene K. Jesse Continuing grant 809163 1544 SMET 9178 0225030 October 1, 2002 PGE/DIS: OUT LOUD - Women's Voices in Science and Technology. WAMC Northeast Public Radio (WAMC) will produce, air, and distribute a series of segments on its radio programs 51% and The Best of Our Knowledge that will draw material from projects funded by the NSF Program for Gender Equity in STEM. The show 51% is dedicated to coverage of issues affecting women. The Best of Our Knowledge is devoted to coverage of issues and topics related to education, educational policy, innovation, and research. The program segments will place a national spotlight on gender equity in STEM, specifically in the areas of high school, undergraduate, teacher and faculty development, and educational technologies. They will be delivered in multiple media formats: radio, CD, tape, and the web. WAMC's long-term goal is to play a pivotal role in the national effort to broaden the participation of women and girls in STEM education and workforce. In the shorter-term, WAMC's goals are: 1) to significantly expand education and awareness of targeted audiences and the general public about research and strategies to improve education policies and practices; and, 2) to enhance the image of the STEM professions and their practitioners so that the image is positive and inclusive of women. Results of the project will be: a set of quality radio programs for multiple uses, targeted nationwide distribution, new segments within WAMC's regular programming, and new collaborations between a media organization and women' groups, major science and education institutions engaging in research and demonstration projects, high schools, government agencies, trade associations, and private foundations. RES ON GENDER IN SCI & ENGINE HRD EHR Darcy, Mary WAMC Northeast Public Radio NY Ruta Sevo Standard Grant 107883 1544 SMET 9178 0225078 September 1, 2002 PGE/PLN Spurring the Entry of Women into Information Technology in West Virginia Planning Grant. West Virginia University is teaming with Step-Up for Women to prepare a full proposal. The objective of the proposed project to be implemented beginning in fall 2003 is to increase the number of women entering and remaining in the computer science major at West Virginia University. The research question to be addressed is whether an adaptation of the approaches used by Jane Margolis and Allan Fisher at Carnegie Mellon University [Margolis, 2002] and by Jane Zimmer Daniels, formerly at Purdue University and now at The Henry Luce Foundation, are applicable at a university in a rural state with modest admissions requirements. Central to the work is a two semester course sequence which will be discovery-based with a real-world orientation. The results of this work should be transferable to colleges and universities in similar states seeking to increase all students and particularly female students in computer science. EXP PROG TO STIM COMP RES RES ON GENDER IN SCI & ENGINE HRD EHR Van Scoy, Frances Janis Gunel West Virginia University Research Corporation WV Ruta Sevo Continuing grant 28594 9150 1544 SMET 9178 9150 0225079 November 1, 2002 PGE/DIS Women and IT Video Project. The Center for Women and Information Technology (CWIT) at the University of Maryland, Baltimore County UMBC) will: 1) Create a four-minute, high quality video presenting diverse images of successful women in science and technology careers and targeting girls and young women ages 12 - 20. 2) Develop a speakers program involving female UMBC students and faculty and representatives from the business community, who will use the video as an exciting entree to a discussion of women's opportunities in science and technology careers. 3) Once the video is completed, evaluate a speaker's success, with and without the video, in educating a total of 1500 middle, high school, and community students about the opportunities for careers in IT and related science fields, with a focus on women. 4) Develop guidelines for integrating the video and speaker into any venue, including classrooms, after-school and summer programs, assemblies, career fairs, programs for college freshmen, and other programs for young people. Unlike the traditional videos currently available on the topic, this brief, high-intensity video will engage the emotions and interests of young people. Rather than presenting talking heads, this video will combine vibrant rock or pop music, striking color, and flash images and text to create energy and excitement around the topic of women's career possibilities in IT. The video is modeled upon a high-quality, four-minute music video developed by General Motors and used, with permission, as a template for feedback and evaluation by a diverse group of 102 middle school, high school, and community college students ranging in age from 13 to 26. Over 90% of these students, both male and female, believed creating a short video about women and IT modeled on the GM video was an excellent idea. Video Press, a small for-profit arm of the University of Maryland, College Park, and winner of an Oscar for its production "King Gimp" will develop the video under the guidance of the Video Project Committee (VPC). The VPC members represent UMBC faculty and staff and the video project subcommittee of Center's advisory board. Once the video is completed, the project team will work with an external evaluator to assess the effectiveness of the video in enhancing a speaker's success in educating students about career opportunities for women in IT and related fields. A booklet will be developed to support the use of the video and be distributed with 100 videos statewide for additional evaluation. VPC members will disseminate the video and guidelines for use nationally and internationally through the Maryland public school system, Maryland community colleges, national and international listservs, journals, radio and television, local and national conferences, and an internationally recognized website. The External Advisory Board is composed of high level executives from the following companies: T. Rowe Price Investment Technologies; Maryland Department of Business and Economic Development; Maryland State Department of Education; Northrop Grumman; Saraf Software Solutions; Hewlett Packard's Digital Village Project; SM Consulting; Allfirst Bank; the Community College of Baltimore County (CCBC); and an entrepreneur and Founder/CEO of WomenCONNECT.com. Maryland Public Television will serve in an advisory capacity on this project. Additional partners in this project include Meade Middle School, Pine Grove Middle School, Parkville High School and Center for Science, Mathematics, and Computer Science, and the Community College of Baltimore County. The Maryland Association of Community Colleges will support the program through the dissemination and assessment of the video project to all 16 community colleges in the state. Summer Days Math and Science Camp for Girls, Inc. will assess the video as a recruiting tool. The Director of the Center for Social and Community Research at Loyola College in Maryland will independently evaluate the project. RES ON GENDER IN SCI & ENGINE HRD EHR Korenman, Joan Anne Spence Claudia Morrell William Shewbridge University of Maryland Baltimore County MD Ruta Sevo Standard Grant 132285 1544 SMET 9178 0225184 January 1, 2003 PGE/DEM - Seeing Gender: Tools for Change. Kansas State University is developing an interactive CD-ROM/DVD set for use with pre-service and in-service high school teachers, teacher education faculty and college faculty in SMET fields. The set will: (1) introduce the user to the research base on gender and gender socialization, (2) sensitize these educators to the inadvertent gender bias that operates in SMET classrooms and programs, (3) provide classroom strategies and interventions designed to reduce bias, and (4) present school-wide or department-wide efforts to increase the presence of women in SMET classes and programs. Components of the CD-ROM/DVD include: (1) classroom segments or dramatizations of bias, research, or interventions; (2) interviews with female high school and college students about their experiences in SMET classrooms; (3) interviews with high school teachers and college faculty members about the process by which they became sensitized to gender issues and began working towards change; (4) interviews with researchers familiar with the research on gender bias conducted in both psychology and education; (5) abstracts of relevant journal articles; and (6) essays that invite further reflection. The CD-ROM/DVD will be field-tested with the target population and disseminated through existing professional organizations. In addition, guidelines will be prepared for introduction of the CD-ROM/DVD in classroom settings for pre-service teachers as well as in professional development seminars for in-service teachers and college faculty. The project is innovative in its use of an interactive CD-ROM/DVD to provide instruction, in its integration of presentations of gender bias in education with a solid research base, and in its use of student and teacher/college faculty members' voices to explore their own experiences in SMET classrooms and the processes by which change is implemented. Because it can be used both individually and as part of a classroom or seminar, the CD-ROM/DVD has the capacity to reach thousands of pre-service and in-service teachers, teacher educators, and college faculty who work in SMET disciplines. This potential for reaching a broad audience makes this project a cost-effective and efficient method of strengthening the social infrastructure in SMET education in ways that ultimately increase the number of women working in SMET fields. RES ON GENDER IN SCI & ENGINE HRD EHR Spears, Jacqueline Diane McGrath Linda Thurston Kansas State University KS Jolene K. Jesse Continuing grant 927231 1544 SMET 9178 0225186 January 1, 2003 PGE/RES: Enhancing Women's Experiences with Teamwork in Technical Writing and Computing Environments. The University of Louisville will examine the experiences of over 400 students working on team projects in scientific and technical writing and computer science classes over three semesters. The results of this study should provide technical writing and computer science instructors and researchers with new insights into the different communication styles and values of male and female students, new information about differences in the epistemological styles of men and women and how these affect teamwork experiences, empirical data on the effectiveness of a variety of workshop interventions for improving teamwork experiences, and extensively-tested materials suitable for inclusion in a textbook or CD-ROM on teamwork. Teamwork and collaboration are often proposed as ways to augment the experiences of female students in SMET disciplines. However, in practice, women frequently have negative experiences with team projects that leave them feeling even more alienated than before. Men and women often conflict over their preferences for different types of communication and problem-solving styles, and these conflicts often result in women's silence and frustration. Such silence is harmful not only because women lose out on opportunities to contribute to the project, but also because their silence is often perceived by others as insecurity over their technical competence. In the first research phase, six to ten teams working on technically-oriented writing projects will be observed in detail. Data collection will consist of field notes, video recordings, and written documents. In addition, students will complete questionnaires assessing their attitudes towards teamwork and their favored epistemological styles (i.e., attitudes toward knowledge and authority). Relationships have been found between gender, the ability to manage conflict, and epistemological styles. Team interactions will be transcribed and analyzed for quantity of interaction, interruptions, roles played by different individuals, reactions to different types of conversational interchanges, and different approaches to problem-solving. These analyses will be compared against the questionnaire data to assess how communication, problem-solving, and knowledge styles can affect men and women's experiences in teams. The next phase of the project will draw upon these taped interactions to produce materials that will be used in workshops designed to enhance the team experience. Four different workshops will be compared for effectiveness: (1) analyzing tapes of team interactions; (2) analyzing transcripts of team interactions; (3) analyzing tapes of team interactions followed by role-playing activities; (4) listening to a lecture. It is hypothesized that analyzing the annotated transcripts of team interactions will be the most effective workshop intervention and the lecture will be the least effective. EXP PROG TO STIM COMP RES RES ON GENDER IN SCI & ENGINE HRD EHR Wolfe, Joanna University of Louisville Research Foundation Inc KY Jolene K. Jesse Continuing grant 127605 9150 1544 SMET 9178 9150 0225210 November 1, 2002 PGE/DEM An Integrated Approach To Change Attitudes Of College Freshmen Toward Female Participation In SME&T. Illinois State University will shape the awareness, attitudes and knowledge of all freshman students and their parents by enhancing learning about gender issues in STEM before and during the freshman year. The interventions will be conducted within three overlapping spheres -- the family context, the peer context, and the University's curricular and co-curricular structures. It is at the nexus of these three spheres that students make educational choices that affect their careers for decades. Within the family context, there will be a half-day or four-hour workshop that addresses gender equity in STEM, as part of the two-day Summer Orientation sessions for incoming 900 freshmen and their 1500 parents. All the 150 undergraduate advisors at the University will also participate in the workshop. Within the peer context, learning communities will be formed to provide a support group that nurtures freshmen females who express interest (or even mild enthusiasm) in STEM. The learning communities will be modeled on the existing Connections program at the University. Each learning community will consist of a maximum of 30 students (females and males), a science, mathematics, or technology professional on or off campus, who will serve as a role model, and a student leader (university junior or senior in one of the STEM fields) to help guide the students through their first year at the University. Within the context of the University's curricular and co-curricular structures, a four-week "topical excursion" (learning module) will be part of an existing general education course, Foundations of Inquiry (FOI), which all freshmen take during their first semester at the University. In that "topical excursion", the approach to Science/Technology/Society -- current issues in which the science, mathematics, engineering and technology play major roles -- will be combined with a more gender-related subtext -- choosing female scientists as authors, showing female scientists, engineers, and technologists at work, or raising the issue of gender bias in science research. The model exemplified in this project has the potential for replication at comparable institutions since many universities have some form of a summer orientation session for incoming freshmen and their parents, an introductory course that most freshmen take during their first year at the university, a structure for peer support, and undergraduate student advisement. Gender-role attitudes of society are widely thought to deter college age women from STEM college courses, majors, and subsequent career paths. Experiences during the transition to adulthood are particularly strong. The goal is to challenge traditional concepts and definitions of femininity and its relationship with STEM disciplines taking a "whole community" approach at this critical stage in education -- getting male and female students, their parents, student advisors, and faculty involved. RES ON GENDER IN SCI & ENGINE HRD EHR Gokhale, Anu Kenton Machina Illinois State University IL Jolene K. Jesse Continuing grant 284069 1544 SMET 9178 0225215 October 1, 2002 PGE/RES/PLN: How does Technology Affect Gender Equity in Science Education? A Retrospective and Prospective Study. For the past decade, a variety of courses at Michigan State University (MSU) have used the Computer-Assisted Personalized Approach (CAPA) system, a network tool designed to facilitate and improve the way assignments, quizzes, and examinations are delivered and graded in large enrollment courses (E.Kashy et al., 1993). An instructor uses the system to generate unique assignments for each student in a class. The system then provides immediate feedback to students (and instructors) on conceptual understanding and correctness of solutions and allows students to rework incorrect solutions. Recent analyses of data from introductory physics courses suggest that women are particularly likely to benefit from the broader use of such systems (D. Kashy, Albertelli, E. Kashy, & Thoennessen; 2001). MSU will conduct a planning study with two objectives: 1. Examine the vast database from courses in many areas of the sciences that have used the CAPA system in the past to see whether and to what degree the gender differences found in physics are found in other science fields. 2. Plan a comprehensive study that will attempt to identify the critical elements that promote gender equity in science, mathematics, and engineering education when using this technology. The courses in the study make use of the LON-CAPA system (Learning Online Network with CAPA), an integrated tool that uses network technology for learning and assessment. In addition to providing improved versions of the tools in CAPA, it includes a content authoring and management system that allows new and existing materials to be broadly and easily exchanged among instructors and institutions, an extensive data collection and retrieval system, and a content delivery system that will provide gateways to and from NSF's National STEM Digital Library. The study will investigate whether the use of this widely available and free technology is also a tool for enhancing the success rate of women in science courses. RES ON GENDER IN SCI & ENGINE HRD EHR Kashy, Deborah Gerd Kortemeyer Michigan State University MI Ruta Sevo Standard Grant 29815 1544 SMET 9178 0225227 September 15, 2002 PGE/PLN GenTech South Dakota. The Black Hills Special Services Cooperative, South Dakota, is planning for the development of a research-based professional development model designed to help middle school teachers appropriately integrate technology into mathematics and science content in a way that raises the interest and persistence of female students in STEM. In this model, professional development for technology integration will be the vehicle used to address and apply principles of gender equity at the middle school classroom level. As middle school teachers learn how to appropriately use technology to add value to existing mathematics and science curriculum and methodology, they will do so through the "lens" of gender equity. Target participants in this project will initially include 30 middle school teachers of mathematics, science and computer science in five selected middle schools in western South Dakota which serve approximately 2300 students in grades 5-8. Collaborating partners in the planning proposal are Technology and Innovations in Education (TIE), Rapid City, South Dakota; the Center for the Advancement of Mathematics and Science (CAMSE) at Black Hills State University, Spearfish, South Dakota; the Midwest Alliance for Professional Learning and Leadership (MAPLE), Rapid City South Dakota; and the following pre-K school districts in western South Dakota: Belle Fourche, Lead-Deadwood, Meade, Spearfish, and Todd County. These districts represent a cross section of South Dakota's student population. EXP PROG TO STIM COMP RES RES ON GENDER IN SCI & ENGINE HRD EHR Gaspar, Sandra Black Hills Special Services Cooperative SD Jolene K. Jesse Continuing grant 24775 9150 1544 SMET 9178 0225228 January 1, 2003 PGE/RES: Why Does It Work? A Study of Successful Gender Equity in Industrial Engineering at the University of Oklahoma. The University of Oklahoma (OU) will study the factors that impact the retention of female undergraduate majors in its Industrial Engineering program. The program is especially successful: as of Fall 2001, 58% of the undergraduate majors in Industrial Engineering are women. This proportion is strikingly higher than both the nationwide proportion in industrial engineering and the proportion in other STEM degree programs at OU. Furthermore, the proportion has more than doubled in the space of five years, having steadily increased from 27% in 1996. OU did not set out specifically to accomplish this rate of retention of female students. The study will investigate combinations of factors that affect students' choices. For example, one factor is the proportion of female faculty. Industrial Engineering at OU has a high proportion of women faculty (4 of 10 faculty, 40%), which is one of the factors identified by Seymour and Hewitt (1997) as having an impact on retention of women majors. This phenomenon alone is unlikely to account for the present high retention, as evidenced by nationwide trends in other disciplines (e.g., chemical engineering and computer science). The primary source of data will be 600 interviews with students. Students will be sophomore to senior, as well as alumni. During the first year, the team will interview only Industrial Engineering majors at OU. In the second and third years, they will interview students at OU majoring in Aerospace & Mechanical Engineering, Chemical Engineering, Computer Science, Mathematics, and Physics, in addition. Finally, during the third year, they will include additional interviews of Industrial Engineering majors at Arizona State University, the University of Nebraska at Lincoln, and the University of Pittsburgh. To assure triangulation, other sources of data will include student transcript records, the Pittsburgh Engineering Attitudes Toward Engineering Survey(copyright), and interviews with faculty, program directors, advisors, and graduate students, all of whom affect student experiences in college. The fifteen-person research team consists of two anthropologists, two educational researchers, two faculty in industrial engineering at OU (one with expertise in engineering education research), one faculty liaison for each of the other participating departments at OU (one with expertise in undergraduate mathematics education research), one faculty liaison with each of the participating institutions, and an experienced project director. RES ON GENDER IN SCI & ENGINE HRD EHR Murphy, Teri Deborah Trytten Teri Reed-Rhoads Randa Shehab Betty Harris University of Oklahoma Norman Campus OK Jolene K. Jesse Continuing grant 899562 1544 SMET 9178 0225253 January 1, 2002 PPD: FASED: Shaping Vocational Frontiers: Science, Engineering, and Mathematics for Persons with Disabilities in Rural and Remote Areas. Improving education and inclusion of students with disabilities in science, mathematics, engineering, and technology (SMET) through camps, science fairs and other programs are imperative to the diversification of our future SMET work force. Students with disabilities in remote and rural regions are much less likely to have access to SMET resources because of their geographic location. Additionally, students with disabilities and their families are often strapped financially due to excessive costs in transportation, adaptive technologies, support personnel, personal care, and architectural adaptations. After families pay for these essentials, SMET camps and programs often are a financial burden. As one step in our project, we plan to collaborate with existing SMET camps and programs, to demonstrate that all camps can be appropriate for students with disabilities. This would enable students in rural and remote regions such as Alaska to participate fully in science and math education experiences leading to careers in SMET. The Shaping Vocational Frontiers Project will be directed by Drs. Radtke and Owens with assistance from Access Alaska. Dr. Radtke is a well known scientist and community activist and Dr. Owens is an experienced researcher and teacher, outdoor educator and inventor. Both men have severe disabilities and are intimately familiar with the problems faced by persons with disabilities in SMET related activities. Access Alaska will be instrumental in training, camp accessibility, and network development. The project will create a program that involves a core of students, families, scientists, educators, and university-level science teacher trainers. This amalgam will strive to enhance the opportunities for acquiring SMET education for students with disabilities throughout Alaska. As a group we will work towards this goal through changes in science education curriculum, educational practices, and policy in the state. We plan to identify students with disabilities across the state who can benefit from this program and provide them with hands-on, field-based science. We will emphasize activities that provide for integration of students with disabilities with their traditional counterparts who do not have disabilities. Role models and mentors, many with disabilities themselves, will advise, problem solve, and guide both individual students and heterogeneous teams of students (consisting of both able-bodied and students with disabilities) in these activities. The appropriate assistive technology will be used in concert with Internet to insure that students with disabilities will be fully included in SMET activities, Electronic technology (including the Internet) will be used to encourage networking and information dissemination among student teams, educational organizations, administrators, and members of the community. The project will be carefully documented for public television and Internet venues. All publications produced by the project will be available through fully accessible electronic media. RES IN DISABILITIES ED HRD EHR Radtke, Richard Sea of Dreams Foundation, Inc. HI Ted A. Conway Continuing grant 210000 1545 SMET 9177 0225369 September 1, 2002 PGE/PLN -- Coupling Assessment with Organizational Change Strategies: A Fresh Approach to Promoting Gender & Racial Diversity in Undergrad. Physical & Comp. Science & Engineering. The National Council for Research on Women (NCRW) proposes a 12-month planning project to design a multi-site three-year project aimed at improving the recruitment and retention of undergraduate women students in selected physical and computer science departments, and engineering disciplines. The larger project will focus on women students of color, who are severely under-represented in these fields. The fields that will be encompassed in this project are all areas in which there are increasing opportunities, given the ways technology is transforming whole sectors of the world economy and increasing demands for scientific and technological expertise to extend knowledge and capacity. NCRW will draw on its 95 member centers, and specific SMET departments representative of a wide range of racial and ethnic diversity, where a base of institutional support for such an approach is present. Its aim will be to develop fresh approaches to assessing environments and implementing strategies for change in specific SMET institutions and/or departments through partnerships with women's research centers, and its methodology will focus on the development of assessment protocols and change strategies by the project's partners on each campus. The innovative emphases are: intersections of race, gender; assessment tools and institutional change across a wide range of undergraduatel environments; and partnerships for change across campuses. This project will build on the findings and recommendations of the recent NCRW report Balancing the Equation: Where are Women and Girls in Science, Engineering and Technology?, roundtables and convenings sponsored by NCRW, and on the work of its centers engaged in work on issues related to women and girls in the sciences. RES ON GENDER IN SCI & ENGINE HRD EHR Basch, Linda National Council for Research on Women NY Jolene K. Jesse Standard Grant 31793 1544 SMET 9178 0227992 November 1, 2002 Integrated Accessible Microscopical Workstation for Students with Disabilities. Abstract The goal of this project is to construct an integrated accessible microscopical workstation that will allow students with disabilities to independently perform common biological laboratory techniques, thereby enabling individuals to actively participate in scientific experimentation and the opportunity to pursue a career in the SMET fields. This multi-purpose workstation is to be used primarily by persons with mobility impairments. All aspects of the integrated workstation will be operated from a central computer interface, which will be used to automatically control and monitor external peripheral devices so that biological experiments can be performed. Using a computer as the user interface and central control of the accessible laboratory workstation is ideal, because the personal computer can accommodate various disabilities using different pointing devices and accessibility software utilities. Total keystroke control of the integrated workstation will be emphasized. The intent of this proposal is to develop an accessible laboratory workstation that will allow students and investigators with mobility impairments to perform the majority of microscopical and histological laboratory procedures, most notably in the biological sciences, with minimal assistance and setup. The integrated microscopy workstation will use software to control all features of operation, including an automated microscope, motorized stage, bulk slide autoloader, and digital video camera. The workstation will allow a student with a disability to independently load up to fifty individual slides, focus, change objectives, filter wheels, illuminator and condensor, and position the microscopy specimen translationally in X and Y directions and rotationally using theta control - all controlled through a computer that will also capture images of the histological tissues to be managed and analyzed for anatomical studies. Thus, the only assistance the student with a disability requires is for someone to load the slides. All other phases of microscopy and image analysis can be performed without further assistance. The accessible microscopy workstation will be evaluated both in a classroom setting that performs typical undergraduate and post-graduate biological experimentation and in research laboratory setting that performs sophisticated laboratory procedures. Ten high school and college students with a range of mobility impairments will be assessed in the first year by their ability to use a computer and their specific ergonomics relating to the construction of the accessible workstation. In the second year the students will be tested on their ability to use the workstation to accomplish a variety of laboratory procedures. Educators will also be queried as to their capability of incorporating the workstation into the classroom environment. University and local high school educators and Special Education specialists and statewide organizations, like the Council of Volunteers/Organizations for Hoosiers with Disabilities (COVOH) and Assisting Technology through Awareness in Indiana (ATTAIN), which advocate the use of assistive technologies for persons with disabilities, will be utilized to disseminate findings and promote the use of the integrated microscopy workstation. RES IN DISABILITIES ED HRD EHR Borgens, Richard Bradley Duerstock Purdue University IN Ted A. Conway Continuing grant 100000 1545 SMET 9178 1545 0227995 December 1, 2002 Northwest Alliance for Access to Science, Technology, Engineering, and Mathematics. Abstract The University of Washington (UW) requests funding for the Northwest Alliance for Access to Science, Technology, Engineering and Mathematics (STEM) to increase the quantity and quality of people with disabilities in STEM careers. Intellectual Merit and Qualifications of Partners The lead agency is the UW's award-winning DO-IT (Disabilities, Opportunities, Internetworking and Technology) program, which has conducted successful NSF PPD projects since 1992. Regional site teams at the two largest STEM research institutions in the State of Washington, the UW and Washington State University (WSU), will collaborate with K-12 and postsecondary schools, employers, and leading STEM research institutions in neighboring states - the University of Idaho, the University of Oregon, Oregon State University, and the University of Alaska in Anchorage and Fairbanks. The project will partner with ENTRY POINT! to place STEM postsecondary students with disabilities in paid internships. It will collaborate with MESA (Mathematics, Engineering, Science Achievement) adapting for students with disabilities the hands-on science activities and teacher training strategies it uses with racial/ethnic minority and female students. The Alliance builds on established collaborations and brings together practices that have proven successful individually, to create a unique, comprehensive set of interventions. Objectives and examples of interventions include: 1. The Northwest Alliance will increase the number of students with disabilities pursuing STEM academic programs and careers. Interventions: Motivational college/career transition and STEM fairs for precollege students and STEM academic/career activities for college students that identify participants for the AccessSTEM Team in objective 2 interventions. 2. The Alliance will provide on-going support and encourage high school and college students with disabilities who show interest and aptitude in STEM with peer and mentor interaction, work experiences, and other activities as they transition to college, graduate school, and employment. Interventions: Students join the AccessSTEM Team to engage in an on-line community, mentoring, fields trips, research, paid internships, and other activities to assure their success in STEM careers and promote the success of others. 3. The Alliance will provide precollege educators and staff with strategies, tools and support to create more inclusive programs for students with disabilities, where they are encouraged to pursue STEM studies and careers. Interventions: Training and curriculum materials through established networks of MESA, Educational Services Districts, teacher training programs, and professional organizations; provide educators with opportunities to work with students who have disabilities. 4. The Alliance will help STEM postsecondary faculty, support staff, counselors, and employers fully include students with disabilities in their courses and programs and create accessible facilities and electronic resources. Interventions: Opportunities for faculty to receive training and work with students with disabilities in research; assistance in making facilities, equipment, distance learning, and Web pages accessible. Each intervention is associated with measurables that provide evidence of effectiveness. The National Center on Postsecondary Educational Supports (NCSPES) will evaluate project outcomes and impacts, conduct research on factors that promote success for students with disabilities, describe replication models, and help disseminate results. Broader Impacts Resulting from the Northwest Alliance Collaborations with MESA and other programs will broaden the participation of racial/ethnic minorities and females with disabilities in STEM. Wide distribution of a replication model, curriculum materials, and other project products and creation of a searchable Knowledge Base on the project Web site will enhance scientific and technological understanding and maximize project impact. Project outcomes will benefit society by making STEM opportunities available to all citizens and increasing the number of STEM professionals and leaders who have disabilities. RES IN DISABILITIES ED HRD EHR Burgstahler, Sheryl Anjan Bose Matthew O'Donnell University of Washington WA Mark H. Leddy Cooperative Agreement 4154980 1545 SMET 9178 0116000 Human Subjects 0228007 September 1, 2002 PGE/RES Women's Participation and Experiences in Chemical Business and Industry in the U.S.. University of Maryland College Park will study the experience of S&E-trained women in the chemical industry. There are three areas of study: Contextual Patterns, Individual Experiences, and Effective Interventions. Scientific Issues: * What contextual patterns and influences exist with respect to the role of S&E-trained women in the chemical industry? * What have been the individual experiences of S&E-trained women in the chemical industry, and what vocationally-inhibitory and -facilitative factors can be identified from their reports? * What formal and informal strategies currently are being used to increase S&E-trained women's participation in the chemical industry, and how effective are they? Contextual Patterns will be assessed through quantitative investigation of organizational patterns of women's participation in chemical business and industry in the U.S. over time. This will include identifying a national, representative sample of chemical businesses, gaining access to archival and current organizational data on male and female employment patterns, and administering an organizational survey to management. Individual Experiences will be assessed through both quantitative (survey) and qualitative (interview) investigation. A survey will be administered to a large, national, representative sample of women in chemical business and industry to assess their self-reported experiences in occupational preparation, entry, and advancement. A representative sub-sample of these participants (diverse in race/ethnicity, age, work setting, S&E sub-field, and education) will be interviewed to explore more specifically the variables that have inhibited or facilitated their career trajectories in the chemical industry. Effective Interventions will be assessed through both quantitative (survey) and qualitative (interview) investigation, as well as literature review. The quantitative portions of Studies 1 and 2 and the qualitative portion of Study 2 will include assessment of formal and informal strategies currently used by companies to increase women's participation; interviews also will be conducted with a sub-sample of management personnel from Study 1 regarding their perceptions of intervention strategies, to compare to the responses from individual women. These data will be combined with a literature review to identify best practices interventions. Science and engineering (S&E) fields are considered crucial to U.S. economic growth and are expanding rapidly. Demographic trends indicate that women and minorities represent the greatest increases in workforce participation; however, the continued under-representation of women (including minority women) in S&E fields is well documented. Much of the attention to women's relative absence from S&E fields has focused on women in academe, and very little is known about women in other S&E settings. Industry is the largest employer of S&E workers, but women are less likely than men to be employed in the industrial sector. Data regarding why women fail to enter industrial settings in predictable numbers and what happens to them there are virtually non-existent. Moreover, very little is known about the prevalence or effectiveness of strategies currently being used to address the paucity of women in industry. The Broader Impacts of the study include: * Providing a model for the study of demographic diversity in one industry * Identification of "best practices" interventions to enhance the careers of women in S&E business and industry. * Training of graduate and undergraduate students in research methods of the social sciences. RES ON GENDER IN SCI & ENGINE OFFICE OF MULTIDISCIPLINARY AC HRD EHR Fassinger, Ruth Sandra Greer University of Maryland College Park MD Jolene K. Jesse Standard Grant 497384 1544 1253 SMET 9178 0000 0116000 Human Subjects 0511603 Societal Aspects 0228116 November 1, 2002 NCAM Dissemination Project to Community Colleges. NCAM Dissemination Project to Community Colleges This Demonstration, Enrichment and Information Dissemination project is a collaboration between the CPB/WGBH National Center for Accessible Media (NCAM) and the League for Innovation in the Community College. NCAM will work with the League to disseminate and institutionalize use of resources that can make technology-enabled science, technology, engineering and math (STEM) learning resources accessible to students, faculty and administrators at community colleges. Project goals are to elevate the issue of accessibility within the community college system; disseminate NSF-funded demonstration models, guidelines, tools and resources that enable creation of accessible STEM content; and encourage the community college system to participate in the development and implementation of accessible specifications for distributed learning platforms. NCAM will conduct presentations and workshops at annual League conferences, offer on-site Accessibility Forums at member colleges, and deliver online training and resources through the League's Web-based learning community, Transformational Learning Connections (LeagueTLC). Products and demonstration models that will be shared include: * distributed learning industry specifications and standards * developers' guidelines to creating accessible content, focused on math and science solutions * accessible online physics curriculum with multimedia lectures, quizzes, and electronic texts * demonstration models of accessible math and science content within software * access authoring tools including shareware and commercial products and tutorials Project activities will strengthen capacity within community colleges to create and utilize accessible math and science content in technology-enabled learning. Guidelines and technical resources will facilitate community college creation, maintenance, control, packaging and presentation of accessible digital content. Results will serve a wide array of users of online community college content " people with sensory disabilities, people with learning or print disabilities who benefit from multiple modes of presentation, and people with physical disabilities who use assistive technologies for navigation and control of content. Accessible content and systems will improve the quality of learning, teaching and/or work life for all of these users, whether they are community college students, faculty members and/or administrators. Through this initiative, the League for Innovation in the Community College will encourage use of its resources to connect and empower learning between innovative leaders and model programs in community colleges that are recruiting and preparing students with disabilities for STEM careers. This Project will also serve to build support and generate strategies within the League to mount a major learning thread on accessibility at one of the League's conferences. RES IN DISABILITIES ED HRD EHR Goldberg, Lawrence WGBH Educational Foundation MA Ted A. Conway Continuing grant 100000 1545 SMET 9178 0228133 January 1, 2003 PPD-DEI: Supporting Youth with Disabilities in Science, Technology, Engineering, and Mathematics: The SIU SY-STEM Project. This project will contribute to our nation's capacity for increasing the number of people with disabilities employed in the science, technology, engineering, and mathematics (STEM) work force by demonstrating the effectiveness of an innovative combination of person centered career planning activities, ongoing mentoring, and hands on experiences in the sciences. This combination of activities is designed to 1.) increase recognition of the interests and needs of students with disabilities in the STEM career areas, 2.) create a more supportive academic and professional climate for persons with disabilities, 3.) promote accessibility and appropriateness of instructional materials and educational technologies at multiple levels (high school, community college, and university), and 4.) increase the availability of academic enrichment experiences such as mentoring and hands-on experiences in the STEM areas. To meet these broad goals, the SIU SY-STEM project will: *Identify students' preferences and interests for specific STEM-related career areas. *Increase receptivity of educators (secondary and post-secondary math and science educators) and of guidance counselors for including of students with disabilities in STEM-related curriculum experiences. *Impact adaptations, accommodations, and instructional strategies used by educators in STEM classes and labs at multiple levels. *Foster academic and professional development in STEM related career areas by increased access to career exploration experiences and mentoring. A fundamental premise of this project is that the best way to impact employment of persons with disabilities in the sciences is by simultaneously increasing the numbers of people in the pipeline leading to these careers and enhancing the capacity of secondary and post-secondary training institutions to successfully include students with disabilities. Twenty-five teams of students, parents, educators, and guidance counselors from 25 high schools in southern Illinois will participate in intensive one-day workshops on person centered career planning. From these 25 student teams, six students will be selected to participate in an intensive, on-campus Summer Institute at Southern Illinois University. This Institute will expose students to a variety of careers in the sciences and engage them in a series of rotations in various lab sciences. University students with disabilities will be recruited to work in close affiliation with a graduate student mentor and faculty mentors to provide ongoing support for the workshop and Institute participants. The SIU SY-STEM project will impact involvement of persons with disabilities in STEM areas of study at multiple levels, including the personal and professional development of high school and college students with disabilities, and changes in the educational resources, willingness, and capacity to support these students in high school, community college, and university programs. Although this project is designed as a regional demonstration involving high schools, consortia of community colleges, and Southern Illinois University, it is the intention of the applicant to sustain this initiative by building broader, more comprehensive regional/national networks and alliances. To that end, the project includes a comprehensive evaluation component and widespread dissemination plan. RES IN DISABILITIES ED HRD EHR Bates, Paul Karen Renzaglia Southern Illinois University at Carbondale IL Ted A. Conway Standard Grant 76836 1545 SMET 9178 1545 0236425 October 1, 2002 Doctoral Research Capacity Building for Sensor Science Technology. Alabama Agricultural and Mechanical University (AAMU) is submitting a proposal for HBCU Doctoral Capacity Building Grant with a unified research focus on Sensor Science and Technology (SST) in response to the NSF Dear Colleague Letter of June 17, 2002. AAMU initiated the Ph.D. program in physics in 1986. AAMU is one of the first HBCUs to start the Ph.D. program. The proposed projects have a unified focus on Sensor Science and Technology. This fully supports the mission of the university and meets the national standards of research in the area of sensors. Industrial partners and scientists from federal laboratories have endorsed this proposal. To ensure that each critical area based on AAMU strength and the national need is represented, three subproject areas are carefully chosen: Smart Optical Sensors, Fiber Optic Sensors, and Infrared (IR) Sensors. Development of the novel materials and their adaptation in the state-of-the-art sensors is our major scientific goal of the proposal. This will increase the overall capacity and infrastructure of the department and will help in attracting quality faculty, undergraduate and graduate students. A one-week summer workshop and a short course for faculty and UG students from HBCU's and other institutions will be organized every year on sensor science and technology. Eight to ten faculty and students will be invited from local and other universities and colleges. This in turn will motivate and better prepare UG students towards entering graduate schools in the areas of science and engineering. The short course will be later recommended for a graduate course with 3 credit/semester. Alabama A&M University is strategically located in the city of Huntsville amongst major industrial companies, NASA/Marshall Space Flight Center, US Army Missile and Aviation Command, and US Army Strategic Missile and Defense Command. Several of these have a focus on sensor technology. This NSF grant will help in (a) improving the infrastructure of the department of physics at AAMU and (b) expanding the scientific research being conducted as a result of the previous CREST-Center for Nonlinear Optics and Optical Materials (1988-1998). The proposed grant will strengthen the position of AAMU as a doctoral degree awarding institution among HBCUs and other institutions. The grant will also help in attracting quality faculty and students. The existing external departmental advisory committee will review the impact of this grant on the infrastructure of the department. The committee will report the findings to the PD/PI and to the department chair. The AAMU administration is committed to support the proposal by contributing 31% cost-sharing and a reduction of indirect cost to 25% from a normal 35.5%. The PI/PD and investigators of the proposed grant have many years of scientific and management experience, strong scientific track record and are well recognized in the field of sensor materials and devices. CENTERS FOR RSCH EXCELL IN S&T DOCTORAL HBCU RSRCH CAPACITY HRD EHR Aggarwal, Manmohan Manmohan Aggarwal Matthew Edwards Anup Sharma Rami Bommareddi Alabama A&M University AL JAMES J. POWLIK Standard Grant 959000 9131 1797 SMET 9179 9178 0236753 October 1, 2002 Infrastructure Building to Develop a Center for Biological and Chemical Sensors Research. Morgan State University is requesting funds to develop the University's research capacity and to increase the number of minority students granted the PhD in its Bioenvironmental Sciences and Doctor of Engineering programs. The funds will be used to develop the research infrastructure necessary to create a Center for Biological and Chemical Sensors Research (CBCSR). The Center's mission will be to advance the fundamental scientific and technological knowledge needed to develop new biological and chemical sensors, in order to enhance research in the bioenvironmental sciences. The Center will be housed in the new science research annex when it is completed in Fall 2003. Faculty and staff of the Department of Chemistry in the School of Computer Mathematics and Natural Sciences will be responsible for coordination and administration of the Center's activities. The Center will focus on the development of novel chemical and bio-analytical sensors to study biological and chemical processes as they relate to homeland security, environmental toxicity, improvement and enhancement of environmental monitoring and investigation of biological processes in living systems from tissue to sub-cellular levels. The Center will implement an integrated approach to sensor science and development that will include interdisciplinary research extending from molecular design, synthesis and characterization of fluorophores and luminophores to the development of microfluidic, sol-gel, and impedance based devices. A synergistic research program will be developed based on the following four areas of investigation: 1) Fluorescence resonance energy transfer biological sensors based on new donor-acceptor pairs of fluorophores and luminophores; 2) Incorporation of luminophores and biologically active molecules in aerogels and microfluidic devices; 3) Application of the Riordan group technique to predict adhesion and molecular expression in RNA secondary structure as an aid in the design of biological and chemical sensors ; 4) Development of dual monitoring bio-analytical sensors based on impedance, fluorescence and near-IR spectroscopy. The three components that will be addressed in this HBCU research capacity building proposal include administration, infrastructure and collaborative research. Funds for this project will be used to facilitate the following specific capacity building activities: upgrade an existing NMR to increase research productivity, upgrade an FT-NIR to perform cross-correlation measurements, purchase a Micro-Thermal Analyzer to characterize variations in sol-gel matrices and laser ablated polymer surfaces, faculty start-up funds, exploratory research on the feasibility of using Riordan matrices to predict RNA secondary structures, travel support for faculty and student to workshops and conferences, support for graduate and undergraduate research students and to hire a consultant, and administrative and technical staff. These activities will significantly enhance Morgan's research productivity and thereby increase the University's ability to effectively compete in a future NSF-CREST DOCTORAL HBCU RSRCH CAPACITY HRD EHR Kennedy, Alvin Santosh Mandal Yousef Hijji Morgan State University MD JAMES J. POWLIK Standard Grant 899765 1797 SMET 9179 0236793 October 1, 2002 Building research capacity and increasing doctoral successes for underrepresented minority students at Tennessee State University. The number of successful ventures to increase underrepresented minorities in STEM-related doctoral programs is low relative to the total number of such initiatives in the past. In 1992, for example, a top NSF official stated "In the past 20 years, the NSF has spent billions on increasing the minority S&E pipeline, but we have little to show for it." Unfortunately, new data suggest that the situation may actually have worsened. Mindful of past lessons-learned, the dual goals of this proposal are to (1) develop and further enhance competitive research capacity and to (2) increase the production of underrepresented minority doctoral students at Tennessee State University (TSU), one of the nations 104 Historically Black Colleges and Universities (HBCUs). These HBCUs enroll 17% of African American undergraduates and award 26% of the bachelors degrees to this group. But most of the fifteen doctoral granting HBCUs need support to enhance research capacity to make them more competitive for funding from the National Science Foundation and other entities. For example, of these 15 HBCUs (three private, 12 public), one is ranked as research extensive (producing 50 or more PhDs per year) and five are ranked as research intensive including Tennessee State University. The doctoral programs at the twelve public HBCU are relatively new with average outputs of one PhD per year, of which 65% are awarded to African Americans. Most also lag in technology-based research facilities. None is ranked higher than a distant 177 out of 615 institutions in research expenditures, 124 out of 1610 institutions in research income, and 168 out of 1610 in graduate student enrollment. Within this scenario, the primary objectives are: 1. To enhance the competitive research capacity in interdisciplinary STEM areas at TSU, and to exploit this new capability to strengthen the embryonic doctoral program under the TSU College of Engineering. This objective is strongly leveraged through links to the TSU CREST program. 2. To significantly increase the number of input doctoral candidates and output PhDs among underrepresented minority students in diverse STEM disciplines at TSU. 3. To integrally fuse education, research, and technology in all STEM classrooms at TSU The broader impacts resulting from the proposed activity. A major impact (outcome) from this proposal will be to help actualize the newly-approved TSU doctoral program in Computer Information and Systems Engineering (CISE), with its first four students (two African American) now enrolled under the TSU College of Engineering; this is a major institutional thrust. Another impact will be to enhance the quantity and quality of research at TSU with a focus on increased faculty productivity in collaborative, interdisciplinary areas, the fusion of academics, research and technology in the classroom, and extensive mentoring of students. At least 36 graduates students will be supported by this project toward doctoral tracks, which will directly engage 13 faculty researchers. A broader national impact is to help ameliorate the systemic shortage of minority scientists and engineers in this country, especially among African Americans that comprise 84% of the undergraduate student population at TSU. Progress toward these outcomes will be assessed and evaluated during this project, and the results documented for wide dissemination and replication. This innovative project will be jointly managed through the College of Engineering, Technology and Computer Science (COETSC) and the TSU Center of Excellence Information and Systems Engineering (TSU-COE-ISEM) with close coordination with the TSU Office of Sponsored Programs (OSR) to assure synchrony with long-term institutional goals. Notably, the TSU COE ISEM, a TSU-research arm that works collaboratively with TSU academic elements, manages the NSF CREST and NASAs Automated Space Science programs, generates $4.3M in annual research, produces over 40 refereed publications per year, supports an intensive mentorship program for undergraduate and graduate students in a wide range of STEM disciplines, and will leverage the project support for students on doctoral tracks. These resources provide a baseline to increase capacity in research and academics, and to significantly increase the participation of underrepresented minorities in STEM areas. DOCTORAL HBCU RSRCH CAPACITY HRD EHR Rogers, Decatur Tennessee State University TN Victor A. Santiago Standard Grant 779918 1797 SMET 9179 0239978 September 15, 2002 A National Study of Science, Technology, Engineering, and Mathematics Education at Hispanic-Serving Institutions. With National Science Foundation support, the Hispanic Association of Colleges and Universities will conduct a twelve-month national study of Hispanic-serving Institutions that will produce in-depth information on these institutions, as well as outline their unique role in the higher education of Hispanic students and their unique needs in science, technology, engineering and mathematics (STEM) education. The Hispanic Association of Colleges and Universities represents more than 300 colleges and universities across the United States and Puerto Rico, including 182 Hispanic-serving Institutions. Currently, Hispanic-serving Institutions account for 5% of all institutions of higher education yet they enroll almost one-half of all Hispanic students. The study conducted by the Hispanic Association of Colleges and Universities will contribute significantly to the understanding of the educational capabilities and needs of Hispanic-serving Institutions in the science, technology, engineering and mathematics disciplines. Project outcomes will include specific recommendations to broaden the participation of Hispanics in undergraduate and graduate STEM study and in the Nation's STEM workforce. ALLIANCES-MINORITY PARTICIPAT. HRD EHR Flores, Antonio Rene Gonzalez John Moder Alexander Ramirez Hispanic Association of Colleges and Universities TX Dr. A. James Hicks Standard Grant 100000 9133 SMET 9178 0244858 September 1, 2003 Women in Science and Engineering System Transformation. A long-term goal at the University of Illinois at Chicago (UIC) is to increase the number, participation and leadership status of women in academic science and engineering through institutional transformation. Fundamental to this goal is the commitment and active participation of UIC administration at the highest level, leaders working closely with faculty and staff to create and actualize individual departmental programs in the eleven disciplinary areas of science, technology, engineering and mathematics (STEM). The practices to be developed for these disciplines will have broader use and implications across campus. Under this award, UIC will focus its energies on instituting practices in the STEM disciplines to promote gender equity and leadership with a special focus on increasing the recruitment, promotion and tenure, and retention rates of STEM women faculty and advancing them into leadership positions. This will be done through the training and efforts of dedicated faculty facilitators in each of the disciplines. In addition, current efforts to improve networking, mentoring, and evaluating support services for women in STEM disciplines will be augmented. This award is supported by the NSF ADVANCE Program. The goal of the ADVANCE program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. To meet this goal, the ADVANCE program provides award opportunities for both individuals and organizations and seeks to support new approaches to improving the climate for women in U.S. academic institutions and to facilitate women's advancement to the highest ranks of academic leadership. ADVANCE - INSTITUTIONAL TRANSF HRD EHR Rao, Mrinalini Claudia Morrissey University of Illinois at Chicago IL Laura Kramer Standard Grant 62500 1738 OTHR 1738 0000 0244880 September 1, 2003 ADVANCE Institutional Transformation Award: Project UPWARD. The goal of this project is to contribute to the development of a national science and engineering academic workforce that includes the full participation of women at all levels of faculty and academic leadership, particularly at the senior academic ranks, through the transformation of institutional practices, policies, climate, and culture. The University of Maryland, Baltimore County (UMBC) proposes to implement a five-year program to remove barriers, transform the culture of the university, and expand opportunities for women. This transformation will increase the representation and advancement of women, and in particular underrepresented women, in academic STEM careers, thereby contributing to the development of a more diverse science and engineering workforce. Through changes in policies and practices that affect the recruitment, selection, promotion, and transition of STEM women faculty to leadership positions, UMBC seeks to ensure women will be represented in numbers equal to or higher than parity with the pools from which they are selected. Within five years, all policies, procedures, partnerships, and processes will be in place and in motion to ensure this goal is achieved within ten years. Objective 1: With a focus on all STEM departments, UMBC will work collaboratively to develop and institutionalize new policies, practices, and resources that will effectively encourage the recruitment, selection, and hiring of women, and particularly minority women, to the faculty at all ranks. UMBC will identify and develop networking opportunities from which to recruit women graduate and post-doctoral students to the campus, create a new program called Faculty Horizons, modeled on UMBC's successful Graduate Horizons to recruit female faculty to the campus, and define challenging yet attainable goals for each department to recruit, select, and hire a diverse group of women faculty. Objective 2: Establish a system of targeted programs to create a clear and understandable pathway in support of women's efforts in science, technology, engineering, and mathematics to achieve tenure and promotion, and transition to leadership positions at the university. Planned programs include a formalized mentoring program, structured leadership experiences, a new faculty track for lecturers who have demonstrated excellence in applied education projects, and time for faculty to balance family and medical needs with preparation for promotion, tenure, and advancement without penalty to their careers. Objective 3: Develop programs for constituency building, such that all levels of administration and each department support all aspects of the project and create new partnerships to connect UMBC to the broader community of research universities leading in the development and advancement of STEM women faculty. Over five years, UMBC will create and institutionalize the complex system of support needed for sustainability, from the grass roots through the top administration. UMBC will identify or hire an individual who will report directly to the president, work collaboratively with STEM faculty, and provide the leadership needed to set the course and maintain it. She/he will work to develop and implement an effective model for gender awareness training that addresses the unique culture of STEM in the academy and develop partnerships with other research institutions across the country to both gather and disseminate effective and sustainable practices. An extensive evaluation process has been formulated to guide the transformation process through outcome assessment, feedback, and continual program improvement. UMBC will chart new territory in supporting women's career options and advancement and believes that these new opportunities will benefit both men and women in STEM, across the campus, and across the country. The ADVANCE team is supported by all levels of faculty, staff, and administration under the leadership of the PI, the president of the university. The full commitment of the university assures that adequate resources are available to achieve the goal and objectives. UMBC is committed to creating a diverse environment for all members of its community. At a minimum, women faculty will be represented in proportion to the available pool of candidates from which it draws. By increasing STEM faculty women's numbers and involvement, the university will better support its female students who in turn will play an important role in addressing the nation's critical workforce shortages. ADVANCE - INSTITUTIONAL TRANSF HRD EHR Hrabowski, Freeman Janet Rutledge Phyllis Robinson Marilyn Demorest Patrice McDermott University of Maryland Baltimore County MD Jessie A. Dearo Cooperative Agreement 3198770 1738 OTHR 1738 0000 0244916 September 1, 2003 ADVANCE Institutional Transformation Award: Virginia Tech. The goal of this project is to contribute to the development of a national science and engineering academic workforce that includes the full participation of women at all levels of faculty and academic leadership, particularly at the senior academic ranks, through the transformation of institutional practices, policies, climate, and culture. Virginia Tech proposes a comprehensive program to promote and enhance the careers of women in science and engineering. The project has four major program elements that address institutional barriers that have constrained the advancement of women faculty members in the sciences and engineering (S&E) and target institutional culture, practices, and leadership development needs specific to Virginia Tech. Project Activities include retreats and workgroups for faculty and academic leaders, qualitative assessment of the experience of women faculty in S&E, and review of policies and programs; half-time placements of faculty in leadership roles, research grants, faculty development, a named lecture series, and a flexible work/life fund; intensive work with search committees; programs to prepare the future professoriate and expanded dissertation year/postdoctoral fellowship program. Patricia Hyer, associate provost for academic affairs, will coordinate this project; Nancy Love, associate professor of civil and environmental engineering, and Karen Thole, associate professor of mechanical engineering, will serve as co-PIs. The university will provide a full-time project director and administrative assistant to this project, ensuring its continuance beyond the period of the grant. New academic leadership, restructured colleges, and commitment to an aggressive strategic plan currently position Virginia Tech for a successful transformation. The Virginia Tech ADVANCE initiative will focus on the colleges of engineering and science with the goal of creating an environment that welcomes women and individuals of color and nurtures their success as part of the colleges' own definition of excellence. The proposed strategies draw from an extensive literature on gender equity in science and engineering and organizational change, and experiences of the five-year project will contribute to the understanding of change management on behalf of women in higher education. ADVANCE - INSTITUTIONAL TRANSF HRD EHR McNamee, Mark Beate Schmittmann Tonya Smith-Jackson Patricia Hyer Virginia Polytechnic Institute and State University VA Kelly M. Mack Cooperative Agreement 3757778 5408 1738 OTHR 1738 0000 0244922 September 1, 2003 ADVANCE Institutional Transformation Award: ADVANCE-US: Applying a Business Model to a University. National data show that women are under-represented in academic positions, particularly at full professor and in administration; further analyses reveal that negative campus climates are often to blame. Previous funding initiatives have focused on educating or boosting the careers of individual women faculty members, either by providing differential funding opportunities or competitiveness training. Rather than .fixing under-represented individuals, this proposal seeks to improve recruitment, promotion, and retention of women faculty in sciences and engineering at Utah State University by transforming: 1. Departmental Climates. Working at the department level to reduce assumptions and stereotypes that adversely affect women including minority women faculty. 2. Policies and Procedures. Updating university policies to provide support for gender-related conflicts and to provide training for administrators and faculty committees to eliminate biased decisions and procedures. 3. Faculty Support Infrastructure. Creating university-wide structures to foster collaborative research, reduce isolation, improve data collection and reflective evaluation. To achieve these objectives the PIs propose two novel strategies: Dual Agenda Approach. The Dual Agenda Approach is a business model for creating sustainable change by engaging work units in creative dialogs to identify how gender equity and work effectiveness can improve simultaneously. This approach has not been applied in academic settings, and experienced private-sector consultants will help USU adapt dual agenda procedures. Targeting Critical Structural Problems. Faculty encountering junctures where advancement is stymied can most clearly identify needed changes. The PIs interviewed 43 of 50 current and prior women faculty to locate where institutional change is needed, including policies that differentially impact under-represented faculty and critically absent infrastructure, which limit advancement. They will supervise changes to critical structural problems and full adoption by the university. The success of these two approaches in achieving gender equity will be judged in three ways: statistical analysis of faculty representation and survey data, qualitative data collection, and a population modeling approach revealing significant effects of subtle biases. ADVANCE - INSTITUTIONAL TRANSF HRD EHR Hult, Christine Kimberly Sullivan Ronda Callister Ann Austin Robert Schmidt Utah State University UT Jessie A. Dearo Cooperative Agreement 2998953 1738 OTHR 1738 0000 0244984 October 1, 2003 ADVANCE Institutional Transformation Award: Institutional Transformation at Kansas State University. The Kansas State University (K-State) ADVANCE project team has a vision of an academic world in which women's concerns, interests, and contributions are recognized and valued, and where women and men work together in equal partnerships for the benefit of society. The intent is to create a transformed institution that purposefully attracts, retains, supports, and advances women in the disciplines of science, engineering, and mathematics (SEM). Six SEM departments have agreed to engage in the transformation initiatives described below. The project goals are: * Institute changes in existing departmental policies, procedures, and practices, and develop new ones as needed, to foster a gender-equitable climate within partner departments; * Expand and enhance departmental recruitment practices to attract more women applicants and ensure that candidates are not subject to subtle bias in the search and hiring process; * Implement effective programs that foster the careers of faculty and encourage their retention through tenure and promotion; and * Propagate the successes achieved in partner departments to all SEM departments. Achievement of these goals will move reality closer to the vision and will be accomplished through a set of integrated initiatives that address three primary barriers to the advancement of women faculty in SEM: lack of effective recruitment; exclusion from networks; and subtle biases. The project's initiatives are (1) Equity action workshops; (2) Departmental policy development and review; (3) Recruiting strategies; and (4) Mentoring and networking activities. These initiatives include university-wide, college-wide, and department-specific elements. They address every stage of an academic career, with programs for students and for tenure-track and tenured faculty members. Faculty members will examine and make changes in departmental policies, procedures, and practices to create a gender-equitable environment. Successes and lessons learned in partner departments will then be disseminated within K-State and to other universities. Together, these components form an integrated program of institutional transformation of SEM at K-State. Intellectual merit The new tools, policies, and procedures resulting from this project will foster retention and success of both women and men faculty in SEM at K-State and can be used as models for institutional transformation elsewhere. The proposed project includes a balance of top-down and bottom-up approaches. The project team includes the K-State Assistant Provost, the Director of the Women in Engineering and Science Program, an associate director of Biology, and the deans of the four colleges that include most of the SEM departments. Six SEM department heads have made a commitment to engage in this project. Innovative aspects of this project include: a seminar series connecting new faculty members with disciplinary leaders; formal group mentoring; an academic career exploration program for undergraduate students; creation of inclusive departmental web sites that appeal to faculty candidates of both sexes and all ethnic backgrounds; and career mapping that spans faculty life from "hire to retire." Broader impact The direct emphasis of the proposed project is on fostering a gender-equitable climate and enhancing the participation of women, who are an underrepresented group in SEM. While the primary focus of the project is on faculty members, we have included aspects that deal explicitly with undergraduate students. This is part of K-State's responsibility to prepare the next generation of faculty members in SEM. A network of partnerships within and among departments at K-State, and among SEM faculty at K-State and elsewhere, will be created. The partnerships will function to connect new faculty members with disciplinary colleagues and promote efforts toward gender equity. The PIs will disseminate information about the project internally through college-wide retreats, at the University's department head workshop series, on K-State's ADVANCE project website, in presentations at national conferences, and through publication in refereed journals. This project will enhance the recruitment, retention, and advancement of women, resulting in an increase in the SEM talent pool and the creation of an intellectual workforce that is more representative of society. ADVANCE - INSTITUTIONAL TRANSF HRD EHR Dyer, Ruth Beth Montelone Stephen White John English Ralph Richardson Fred Cholick Kansas State University KS Kelly M. Mack Cooperative Agreement 3500000 1738 OTHR 9150 1738 0000 0245014 June 1, 2004 ADVANCE Institutional Transformation Award: Earth Institute of Columbia University. The Earth Institute at Columbia University's ADVANCE program is based both on a study of the status of women at Columbia and research on the progression of women in science elsewhere. The five major targets of the Columbia ADVANCE program are to (1) change the demographics of the faulty through intelligent hiring practices, (2) provide support to women scientists through difficult life transitions including elder care and adoption or birth of a child, (3) enhance mentoring and networking opportunities, (4) implement transparent promotion procedures and policies, and (5) institutional self study. The impact of these efforts will be determined by an evaluation team lead by Peter Messeri and Mary Clare Lennon of the School of Public Health. The Earth Institute ADVANCE program addresses issues that tend to manifest themselves in the earth and environmental fields, such as extended field programs, which lay the foundation for leadership positions, but which may be difficult for young faculty. The strategy is to use the Earth Institute as a test bed for institutional climate change, and then expand the successful programs to other Columbia Science and Engineering Departments, as appropriate. Columbia's administration is committed to changing policies and supporting successful programs beyond the completion of the NSF grant. Earth Institute ADVANCE programs include (a) a self study including a climate survey modeled after the 1999 MIT study, (b) a senior faculty working group that will facilitate recruitment and retention by providing support for searches, faculty development, and retention, (c) internal funding competitions designed to recruit and retain women scientists and engineers, and (d) focused workshops and conferences. The ADVANCE program will establish offices both on the Morningside and Lamont campuses. With these and other interventions, the Earth Institute seeks to create a scientific community within the Earth Institute that at each scientific level is comprised of at least 30% women. The overall mission of the ADVANCE Program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. Despite increases in the number of doctorates earned by women in science and engineering over several decades, women scientists and engineers continue to be significantly underrepresented in some science and engineering fields and proportionately under-advanced in science and engineering in general in the Nation's colleges and universities. There is increasing recognition that the lack of women's full participation at the senior level of academe is often a systemic consequence of academic culture. This institutional transformation project contributes to the development of a national science and engineering academic workforce by supporting the full participation of women in all levels of faculty and academic administration, particularly at the senior academic ranks, through the transformation of institutional practices, policies, climate and culture. This project involves the implementation of a coordinated campus effort to achieve needed institutional transformation in order to increase the participation and advancement to senior and leadership positions of women faculty in the science, mathematics and engineering disciplines within the Awardee Institution. During and at the completion of this project, new knowledge will be made available, assessed and disseminated to inform the academic community of the fundamental institutional issues inhibiting the advancement of women faculty and of effective approaches academic institutions can implement to address such issues. ADVANCE - INSTITUTIONAL TRANSF HRD EHR Bell, Robin Mark Cane John Mutter Stephanie Pfirman Patricia Culligan Columbia University NY Jessie A. Dearo Cooperative Agreement 3499899 1738 OTHR 1738 0000 0245039 September 1, 2003 ADVANCE Institutional Transformation Award: A Change in the Culture at the University of Rhode Island. The goal of this project is to contribute to the development of a national science and engineering academic workforce that includes the full participation of women at all levels of faculty and academic leadership, particularly at the senior academic ranks, through the transformation of institutional practices, policies, climate, and culture. The University of Rhode Island (URI) proposes to use the ADVANCE Institutional Transformation initiative to increase the number and facilitate the career advancement of women STEM faculty, and improve the institutional climate for women scientists. Through a 5-year, multi-level approach, URI will: 1) increase the number of ranked women faculty in the STEM departments, 2) provide existing STEM faculty with career development and training opportunities, 3) improve social support services for faculty, 4) systematically educate and promote awareness of women-in-science issues at the individual, departmental, and administrative levels, and 5) develop and utilize a broadly applicable collaborative organizational change model. The ADVANCE program at URI features a Pre-Faculty Fellows Program, in which qualified doctorates will conduct research (with options for teaching) while being mentored and trained for a 1 - 3 year period, with the intent that they will fill tenure-track STEM faculty positions as they become available. Congruent with this program will be an infrastructure of enhanced support and training, which will also be offered to other STEM faculty. This includes a yearlong series of career workshops, a mentor training program, a topical lunch series, a social networking program, and visiting speakers. The ADVANCE Incentive Fund, eventually fully supported by URI, will provide awards to research endeavors that include women faculty collaborators, especially Pre-Faculty Fellows and junior faculty, and departmental or individual efforts that promote relevant climate or policy changes. In addition, proactive efforts will be made to provide quality support services for balancing work and family, including trailing spouse placement assistance and coordination with an ongoing childcare assistance program. Overseeing the multiple efforts at URI will be an Advisory Committee, a Program Coordinator, a Leadership Team, and auxiliary faculty and staff who have demonstrated a commitment to these issues. Support from top administrators and a permanent ADVANCE Resource Center office with many sponsored campus activities will provide the foundation for a visible, influential presence on campus. Developing a database through a comprehensive self-study will be the first step in a 5-year process of evaluation, action, and reporting, that will culminate in an organizational model for change potentially applicable to other institutions. The theoretical underpinning of the proposed program is the Transtheoretical Model of Change, one of the most influential stage-change models currently in use. Its fundamental premise is that organizational and behavioral change must be welcomed before it is to be successful. At the departmental and administrative levels at URI, meetings, workshops, and speakers aimed at diversity education and awareness will be implemented, using a collaborative framework. The efforts from the ADVANCE initiative will benefit all faculty at URI, will serve as a model for progressive action in Rhode Island and the Northeast, and will be a step towards the inclusion of expanded perspectives in science nationwide. ADVANCE - INSTITUTIONAL TRANSF HRD EHR Silver, Barbara Karen Wishner Lisa Harlow Helen Mederer University of Rhode Island RI Kelly M. Mack Cooperative Agreement 3500000 1738 OTHR 1738 0000 0245054 September 1, 2003 ADVANCE Institutional Transformation Award. The goal of this project is to contribute to the development of a national science and engineering academic workforce that includes the full participation of women at all levels of faculty and academic leadership, particularly at the senior academic ranks, through the transformation of institutional practices, policies, climate, and culture. Case Western Reserve University (CWRU) proposes a multifaceted project called Academic Careers in Engineering and Science (ACES) to increase the number of women faculty in science and engineering at all academic ranks. The ACES project will operate on 3 levels: (1) At the highest levels of leadership of the University, including the President, Provost, and Deputy Provost. This leadership is committed to fundraising for 5 endowed chairs to attract senior women scientists and engineers and to annual evaluation of deans' progress toward transformational change. (2) At the school and departmental level with intensive coaching, mentoring, networking, and training and development of deans, chairs, faculty, and students in 4 test departments in Phase 1, and extension of the best practices to all science and engineering departments in Phase 2. (3) At the campus-wide level with distinguished lectureships for senior women in science and engineering, mentoring opportunities, a spousal hiring network, and a unique minority pipeline initiative including faculty exchanges with Fisk University and summer research internships. The outcome of the proposed institutional transformation will be increased transparency and accountability as well as more equitable practices, procedures, and structures. Throughout the ACES project, CWRU will self-study, evaluate, and disseminate the findings so that other private institutions can benefit from their work, building on a resource equity study begun two years ago. Case Western Reserve University is at a pivotal time in its history, and is poised to make transformational change at every level of the university. ADVANCE - INSTITUTIONAL TRANSF HRD EHR Singer, Lynn Mary Barkley Diana Bilimoria Case Western Reserve University OH Jessie A. Dearo Cooperative Agreement 3499580 1738 OTHR 1738 0000 0245071 September 1, 2003 ADVANCE Institutional Transformation Award: An Initiative for Transforming Climate and Opportunities to Foster Academic Diversity. The University of Texas at El Paso (UTEP) proposes to implement an Initiative for Institutional Change with the goal to serve as a model for other institutions that desire to increase the representation and advancement of women, including underrepresented minorities, in academic science and engineering careers. Because of its talented faculty and Hispanic-majority student population, UTEP is the ideal setting to create, implement, and document interrelated processes for diversifying the academic workforce and contributing to the national goal of creating positive and sustainable change in academic climates. To increase the total number of female faculty, in particular those from underrepresented groups, in tenure-track and tenured positions, UTEP will establish an Initiative with three integrated and mutually supportive components: 1) a policy and recruitment process that formulates faculty support and retention policies, supports recruitment efforts, and provides research support; 2) a faculty development process that expands an existing faculty mentoring program for women, introduces a seminar series to help faculty develop plans for career success, and fosters synergy between tenured and tenure-track faculty; 3) a collaborative leadership process that works with departments to remove barriers to recruitment, retention, and advancement of women faculty by assessing departmental climates and sharing best practices that encourage diversity and promote leadership. To sustain the components and provide for continuous refinement of processes, an Institutional Action Board will initiate and define change policies and offer advice on grant initiatives. A multi-faceted evaluation process will include both formative and summative self-assessments and review by an external Advisory Board. This innovative structure weaves together processes, relationships, and multiple lines of communication among all ranks of faculty and administration. The five co-PIs bring broad leadership and coalition-building experience to the Initiative: Dr. Evelyn Posey is Associate Vice President for Academic Affairs, Dr. Elizabeth Anthony is the past President of the Faculty Senate, Dr. Tine Reimers is Co-Director of the Center for Effective Teaching and Learning, Dr. Ann Gates is Associate Chair of the Computer Science Department and Chair of the President's Advisory Committee on Diversity, and Dr. Patricia Witherspoon is Chair of the Department of Communication and Director of the Sam Donaldson Center for Communication Studies. Through implementation, documentation, and on-going assessment of the Initiative, UTEP will contribute to a better understanding of how to create collaborative climates that result in greater diversity. The intellectual merit of the Initiative is the breadth of its integrative structure, involving university administration as well as coalitions of change agents at the individual, departmental, college, and institutional levels. In this process, decision makers at the "grass roots" drive institutional change. The Initiative is designed to promote a holistic view of faculty life, address the different stages of faculty careers from entrance into the academe to advancement to leadership positions, and to develop faculty for each of these stages. The Initiative is designed for broad impact. It is a series of processes that includes involvement of all ranks of faculty as well as participation by individuals at the highest level of the institution. It is built with knowledge of universities' structures and interrelated processes that can be easily adapted to universities throughout the UT System and those around the country. ADVANCE - INSTITUTIONAL TRANSF HRD EHR Posey, Evelyn Elizabeth Anthony Patricia Witherspoon University of Texas at El Paso TX Jessie A. Dearo Cooperative Agreement 3461000 1738 OTHR 1738 0000 0245090 September 1, 2003 ADVANCE Institutional Transformation Award. Despite several decades of steady progress in obtaining Ph.D.s in science and engineering (S&E), women remain underrepresented in academia, particularly at senior academic ranks. Since many members of underrepresented minority groups receiving Ph.D.s in all fields are women, the obstacles to racial and ethnic diversity of university faculty include obstacles to gender diversity. At UAB, few women can be found at any academic rank in many science and engineering departments. The specific aims of the project are to increase the visibility of the problems that women face in academic science and engineering careers, to increase the number of women recruited to science and engineering positions, and to develop a campus climate in which practice and policy recognize and support the needs of women so that women are retained on the faculty of the institution. The proposed project seeks to enhance both UAB's long-term commitment to faculty diversity and the institution's newer efforts in professional development of young investigators. The project will be institutionalized by changes in policy and by the evolution of the project into a center for the study of women and minorities in science and engineering. To bring focus to the needs of women, the project will establish an Office for the Advancement of Women in Science and Engineering with an internal advisory board of campus leaders and an external board of individuals recognized for their leadership in the advancement of women and minorities in academia. The direction of the project will be driven by qualitative and quantitative data collected and analyzed throughout the project to evaluate the needs of the campus and the effectiveness of activities undertaken. The project also seeks to stimulate basic research that will broaden understanding of the issues affecting women and minorities in science and engineering and lead to better informed policy decisions. EXP PROG TO STIM COMP RES ADVANCE - INSTITUTIONAL TRANSF HRD EHR Peel, Claire Lowell Wenger Wendy Gunther-Canada Eli Capilouto University of Alabama at Birmingham AL Jessie A. Dearo Cooperative Agreement 3499913 9150 1738 OTHR 9150 1738 0000 0245094 September 1, 2003 ADVANCE Institutional Transformation Award: The University of Montana Partnership for Comprehensive Equity. The University of Montana Partnership for Comprehensive Equity (UM PACE) is an alliance of central administrators, deans, department heads/chairs and faculty has been formed to bring about lasting change in the following: Institutional policy, the number of tenure-line women on the faculty, the empowerment of faculty, and the creation of a statewide network of women scientists. Each of these goals will be reached through a coordinated series of activities. The efficacy of these activities will provide a national level model for change in universities located in small, rural communities. Policy change will result from three major initiatives: * The PI of this proposal will be appointed as Special Assistant to the Provost for Comprehensive Equity. Provost Lois Muir will oversee and support this project. * A campus-wide policy committee of representatives from all components of our alliance, with legal advice, will tackle hard issues such as spousal hires and adjustments in the tenure clock to develop a consistent and clear policy. * Each science department will undertake a self-evaluation with the assistance of the UM PACE staff. This evaluation will provide detailed information to be used in development of department-level diversity enhancement plans. These two committees will also serve an all-important training function as faculty members learn experientially, and through materials provided by the staff, about the place of women in science at UM and nationally. UM PACE will create three new tenure-line faculty positions to increase the number of tenure-line women scientists at UM. These positions will be filled opportunistically at the request of departments and deans for new expansion hires that increase the number of women scientists on the UM campus. In addition, there will be a partnership with expansion programs now in place at UM. UM PACE will work proactively with recruitment issues through training of faculty and preparation of .best practices. guidelines for recruiting both junior and senior women. UM PACE will provide information and networking for the partners/spouses of all candidates interviewed for science positions. Accommodation of spouses is a central issue for UM which is located in a small, rural community. Increasing the total number of women faculty in the sciences also requires retention. Faculty will be empowered through a carefully developed mentoring component for women scientists. A keystone, annual, three-day workshop will cement the gains made through on-campus activities. Leadership training will be emphasized. Retention will also be enhanced through training of deans, department heads, and key faculty. UM PACE will create a statewide network of women scientists through outreach to Montana.s seven tribal colleges (nearly 1/4 of the nation.s total). Through visits to tribal colleges, visits of tribal college faculty to UM, involvement in the summer workshop, and internet communication, faculty from these institutions will become involved. The place of women scientists at UM parallels the place of women at the national level. The higher education system in Montana is directly comparable to that of 14 other rural states. In addition, UM can also be compared to public institutions of moderate size located outside of urban centers in more populous states. Universities in small communities have unique problems in recruiting and retaining diverse faculty. UM PACE will provide a national level model for change in such universities. ADVANCE - INSTITUTIONAL TRANSF HRD EHR Kukuk, Penelope Daniel Pletscher Diana Lurie University of Montana MT Kelly M. Mack Cooperative Agreement 3500000 1738 OTHR 9150 1738 0000 0302524 October 1, 2003 Alabama Alliance for Graduate Education and the Professoriate II. The Alabama Alliance for Graduate Education and the Professoriate (AGEP) II is being funded to increase significantly the number of underrepresented minority students receiving doctoral degrees in the science, technology, engineering, and mathematics (STEM) fields and entering the professoriate. The Alabama AGEP II is a partnership between The University of Alabama at Birmingham, the University of Alabama, the University of Alabama in Huntsville, Auburn University, seven Historically Black Colleges and Universities (HBCU) in Alabama; Alabama A&M University, Alabama State University, Miles College, Oakwood College, Stillman College, Talladega College and Tuskegee University, and one HBCU in Mississippi; Tougaloo College. The members of the Alliance are members of the Alabama Louis Stokes Alliance for Minority Participation (LSAMP) and have a track record of working together successfully to implement minority student programs. The HBCU undergraduate partners will serve as feeder schools for the graduate university partners. The Alabama AGEP program has developed and will implement an innovative model for recruiting, mentoring, and retaining minority students in STEM doctoral programs using the following strategies: 1. Graduate School Awareness and Preparation Activities, 2. Recruitment and Admission Initiatives, 3. Graduate Bridge Programs, 4. Mentoring and Advising, 5. Creation of a Supportive Environment / Retention and Support Network, and 6. Degree Completion and Job Placement. Intellectual Merit: The implementation of the proposed activities will advance the knowledge and understanding of innovative methods to attract underrepresented minority undergraduate students to graduate school and eventually to careers in the professoriate. A well qualified and diverse team of experienced mathematicians and scientists serving as PIs at participating universities and colleges will explore and implement creative activities designed to increase the number of minority students earning Ph.D. degrees in STEM disciplines and entering the professoriate. Broader Impacts: The proposed activities will broaden participation of underrepresented minorities and benefit society by providing an increase in the number of citizens prepared to assume high-level positions in the nation's scientific and educational workforce. In addition, project activities will advance discovery and understanding through the integration of research and education by providing research experiences for undergraduate students at participating institutions. ALLIANCES-MINORITY PARTICIPAT. URBAN SYSTEMIC PROGRAM MINORITY GRADUATE EDUC ACTIVIT HRD EHR Dale, Louis Mary Braswell University of Alabama at Birmingham AL Lenell Allen Cooperative Agreement 2764400 9133 7347 1515 SMET 9179 9178 9150 7204 0302696 July 1, 2003 University of Puerto Rico System Proposal For Phase II of the UPR Alliance for Graduate Education and the Professoriate (AGEP). The University of Puerto Rico's UPR goals are to meet Puerto Rico's PR demands for excellent, highly trained science and technology S&T professionals, and assist in meeting the nation's need for diverse S&T perspectives. To those ends, UPR is being funded through NSF's AGEP program to attain the following: Increase the average number of STEM Ph.D.'s to 40 per year Increase enrollment in STEM Ph.D. programs by 25% Increase the number of stateside students in UPR STEM Ph.D. programs by 22 Increase the number of women in engineering and chemical physics by 10 Increase the number of STEM Ph.D. graduates opting for academic careers by 15 Institutionalize PR-AGEP's policies and practices. To attain the objectives, UPR will build on PR-AGEP Phase I successes by doing the following: Enhancing PR-AGEP Phase I "bridging" TA, scholarly productivity, and peer mentoring workshops, Continuing the recruitment of minority and female students by systematically working with PR and Mainland U.S. REU programs, Establishing a centralized tracking form to follow the progress of each graduate student, Providing twenty awards of $20,000 each year to attract talented students into academia and areas with a particular shortage, and Completing the institutionalization of workshops, the tracking system, and recruitment guidelines. MINORITY GRADUATE EDUC ACTIVIT HRD EHR Gomez, Manuel Brad Weiner L. Antonio Estevez Ana Guadalupe Moises Orengo University of Puerto Rico PR Lenell Allen Cooperative Agreement 2500000 1515 SMET 9179 9150 0000099 Other Applications NEC 0302788 October 1, 2003 Howard/UTEP Alliance for Graduate Education and the Professoriate Project. Abstract Howard University and the University of Texas-El Paso (UTEP) are being funded to jointly develop an Alliances for Graduate Education and the Professoriate (AGEP) project to address the issues of producing underrepresented minority Ph.D. recipients who are prepared to become future members of the professoriate. The objectives of the Howard-UTEP Alliance are to: 1) increase the numbers of underrepresented students entering doctoral education at Howard and UTEP through "Introduction to STEM Graduate Study" workshops; 2) decrease time-to-degree and prepare entering STEM doctoral students through a Summer Pre-Doctoral Research program; 3) prepare underrepresented doctoral students for future faculty careers through the PFF program; 4) increase the likelihood that underrepresented doctoral students will complete their degrees through systematic and structured retention and mentoring services; 5)increase opportunities for underrepresented students to obtain research university faculty positions and their familiarity with post-doctoral fellowships through annual "Introduction to the Post-Doctorate" workshops;6) enhance a sense of institution-wide STEM community engagement among doctoral students through interdisciplinary activities, distance learning, and a STEM honor society; 7) improve the oral and written communications skills of STEM doctoral students through "Communications Skills for Scientists" workshops; and 8) encourage participation among STEM departments and faculty through the AGEP Faculty Advisory Council. Intellectual Merit: These activities address NSF's Intellectual Merit criteria by addressing the preparation of doctoral students and the educational process in an innovative and creative manner, and through the expertise of the faculty and administrators who will be engaged in the project. Broader Impact: The program addresses NSF's Broader Impact criteria in any number of ways, most generally in its attention to underrepresentation in doctoral education and the professoriate, and its intended impact on that issue. MINORITY GRADUATE EDUC ACTIVIT HRD EHR Taylor, Orlando Stephen Riter Emmanuel Glakpe Charles Ambler Howard University DC Lenell Allen Cooperative Agreement 2727560 1515 SMET 9179 9178 1515 0303651 September 1, 2002 ADVANCE Leadership Award. The primary goal of this proposal is to create a self-sustaining mentoring program for women in the Department of Biology at Arizona State University. SWIS will be based on a vertical integration scheme where faculty, postdoctoral fellows, graduate students and undergraduates work together in a mentoring network to foster the advancement of women in biological research careers. The project is based upon two key observations. First, in the Biology Department, they have numerous unconnected resources that have not been used to the full advantage of mentoring women, particularly at the graduate and undergraduate level. With this proposal, they plan to consolidate resources in the Department and connect pre-existing resources in such a way that new opportunities for growth and mentoring will be created. Second, although the ASU Biology women faculty are leaders in their field and have been extremely successful at mentoring individual students, no one faculty member has sufficient time and energy to create a self-sustaining organization such as the proposed SWIS program. The SWIS program has 2 components: the development of a mentoring network through a seminar series and invited seminar speakers, and the development of a mentoring workshop focused on issues pertaining to the successful recruiting and retaining of women in science careers. The former is seen as a mechanism to concentrate the efforts of individual women in the Biology Department, and the later as a mechanism to promote permanent cultural change. This project is supported by the National Institutes of Health through the NSF ADVANCE Program. The overall mission of the ADVANCE Program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. HRD EHR Hofmann, Gretchen Allison Whitmer University of California-Santa Barbara CA Jessie A. Dearo Standard Grant 139141 X988 OTHR 1739 0000 0308747 August 1, 2003 Program to Enhance Academic Excellence in STEM Disciplines. Title: Achieving Academic Excellence in STEM Winston-Salem State University HRD 0308747 PI: Melvin Johnson Winston-Salem State University (WSSU) will enhance academic excellence in Science Technology Engineering and Mathematics (STEM) disciplines and increase the institution's graduation rate of minority students by 50% in selected STEM disciplines. This five-year effort consists of a comprehensive approach to strengthen WSSU's undergraduate science, technology, engineering and mathematics (STEM) instructional and research infrastructure with the goal of broadening the participation of underrepresented minorities in the STEM disciplines and workforce. To achieve this goal, WSSU will: (1) enhance the institution's technology infrastructure by establishing a Testing and Tutorial Center, integrating technology into STEM curricula, training faculty in the use of technology, and developing technology rich curricula; (2) establish a six-week Summer Outreach Science Academy to provide 40 highly motivated high school graduates per year with intensive training in physical science, mathematics, technology, and communication; (3) engage STEM students in undergraduate research and facilitate their successful transition to graduate study in STEM disciplines; and, (4) provide student support, mentoring, research assistantships, and other academic enhancements. HIST BLACK COLLEGES AND UNIV HRD EHR Martinez, Pedro Abdul Mohammed Winston-Salem State University NC Marilyn J. Suiter Cooperative Agreement 2500379 1594 SMET 9178 1594 0000099 Other Applications NEC 0310083 June 1, 2003 Planning Grant for the University of Arkansas at Pine Bluff. Title: Planning Grant to Assess STEM Programming at the University of Arkansas at Pine Bluff University of Arkansas Pine Bluff HRD - 0310083 PI: Mary E. Benjamin Through an HBCU-UP Planning Grant, the University of Arkansas at Pine Bluff (UAPB) will conduct a comprehensive assessment of the institution's undergraduate science, technology, engineering and mathematics (STEM) education and research infrastructure. Outcomes of the assessment will enable the university to develop a comprehensive institutional plan to enhance the quality of the institution's STEM enterprise and to increase of number student graduates from science, technology, engineering and mathematic fields of study. Special attention will be placed on strategies to improve student retention past the sophomore year. Planning and enhancement efforts will be managed through a STEM Advisory Committee, faculty, and a community forum. STEM program enhancements will include faculty/staff/student seminars, K-12 outreach, evaluations of model university programs and other strategies. HIST BLACK COLLEGES AND UNIV HRD EHR Benjamin, Mary William Willingham University of Arkansas at Pine Bluff AR Victor A. Santiago Standard Grant 50000 1594 SMET 9178 9150 0310163 July 1, 2003 Seeds of Success: A Comprehensive Program for the Retention, Quality Training, and Advancement of STEM Students. Title: Seeds of Success: A Comprehensive Program for the Retention, Quality Training, and Advancement of STEM Students Delaware State University HRD 0310163 PI: William B. Delauder Delaware State University (DSU) will implement comprehensive approaches to strengthen the institution's undergraduate science, technology, engineering and mathematics (STEM) education and research infrastructure. The University will use NSF support to provide: (i) a Pre-Freshman Summer Program that will assist students in the transition from high school to college and provide a solid academic foundation for success in gatekeeper courses; (ii) faculty mentoring that will initiate STEM students into a culture of learning; (iii) undergraduate research opportunities at DSU, other universities, industry, and national laboratories; (iv) curriculum reform and enhancement to emphasize investigative, hands-on approaches in science and math courses and to encourage the development of inter-disciplinary courses; (v) faculty development; (vi) development and implementation of an electronic early warning system and expert advising system to identify at-risk students in gatekeeper classes early in the semester; (vii) modern instructional delivery systems in the classroom; and, (viii) a Science Resource Center to provide peer tutor-mentoring, group study, workshops and seminars, and bridging initiatives to address the transitions to graduate school or to the STEM workforce. PROGRAM EVALUATION HIST BLACK COLLEGES AND UNIV HRD EHR Parikh, Rajeev Mazen Shahin Marwan Rasamny Melissa Harrington Delaware State University DE Claudia M. Rankins Cooperative Agreement 2548376 7261 1594 SMET 9178 9177 7582 0310317 July 1, 2003 Bethune Cookman College STEM Enhancement Program. Title: Bethune Cookman College STEM Enhancement Program Bethune Cookman College HRD - 0310317 PI - Taylor-Green Over a five-year period, Bethune Cookman College (BCC) will implement comprehensive approaches to strengthen the institution's undergraduate science, technology, engineering and mathematics (STEM) education and research infrastructure. The college will increase STEM offerings, improve STEM teaching and learning, increase the number of students earning baccalaureate degrees in STEM disciplines, and improve the quality of preparation and learning for STEM students. Curriculum enhancement activities include the establishment of a new Baccalaureate Degree program in Computer Engineering, development of an interdisciplinary Minor in Environmental Science, offering interdisciplinary courses in Instrumentation, Bioinformatics & Applied Calculus, and infusing technology in classroom teaching. Research experiences will be provided for STEM undergraduate students and faculty via university and industry partnerships. In order to increase the pool of applicants for science-related careers, the Bethune Cookman College HBCU-Undergraduate Program includes K-12 outreach efforts geared toward making high school students aware and better prepared for science-related study and careers. HIST BLACK COLLEGES AND UNIV HRD EHR Sutton-Haywood, Marilyn Munir Rahmani Theodore Nicholson Morrison Obeng Thomas Richardson Bethune-Cookman College FL Marilyn J. Suiter Cooperative Agreement 3258419 1594 SMET 9178 7204 1594 0310321 July 1, 2003 Langston's Integrated Network College for Science, Technology, Engineering and Mathematics. Title: Langston's Integrated Network College (LINC) for STEM Langston University HRD - 0310321 PI - Jean Manning Langston University will implement comprehensive approaches to strengthen the institution's undergraduate science, technology, engineering and mathematics (STEM) education and research infrastructure. With NSF support, the University will to (1) increase the number of underserved students who enter college, receive undergraduate and advanced degrees in STEM disciplines, and choose STEM careers through a coordinated, linked network of existing and new programs and systems, and (2) expand the opportunities and number of STEM faculty who are involved in mentoring and integrating research and education activities. The project's objectives by 2008 are to: (1) increase the number of Langston's STEM graduates 15% annually; (2) increase Langston's STEM graduates who receive postgraduate degrees 40% annually, and 3) significantly expand opportunities and the level of participation of STEM faculty involved in mentoring and in the integration of research and education activities. EXP PROG TO STIM COMP RES HIST BLACK COLLEGES AND UNIV HRD EHR Manning, Jean John Coleman Nathaniel Goodman Langston University OK Marilyn J. Suiter Cooperative Agreement 2609428 9150 1594 SMET 9178 9150 0310328 July 1, 2003 Minority Access to Graduate Education and Careers in Science, Technology, Engineering and Mathematics - MAGEC-STEM. Title: Minority Access to Graduate Education and Careers in STEM Savannah State University HRD - 0310328 PI: Joseph H. Silver Savannah State University (SSU) will implement a five-year comprehensive approach to strengthen the institution's undergraduate science, technology, engineering and mathematics (STEM) education and research infrastructure. The University will use a combination of NSF and intramural resources to increase STEM enrollment, attain a STEM undergraduate student retention rate of 80% and transition 30% of STEM graduates to graduate study. The project will cut across biology, chemistry, computer science, mathematics, engineering and technology. Physical infrastructure improvements and expansions will accommodate new STEM programs and improve the quality of instructional delivery in existing STEM programs. Project objectives include the following: STEM graduation rate will increase to 40% by 2008 30% of STEM graduates will pursue graduate study by 2008 80% of STEM graduate students will complete their graduate degrees STEM student enrollment at SSU will increase by 20% annually STEM retention through graduation will be no less than 80% 40% of computer science, electronics engineering technology and electrical engineering students will be Yamacraw certified by 2008 Equal number of GTREP students will graduate from SSU campus as from the other two GTREP satellite campuses by 2008; and 80% of STEM graduates will join the STEM workforce by 2008. HIST BLACK COLLEGES AND UNIV HRD EHR Wyatt, Mary chellu chetty Savannah State University GA Claudia M. Rankins Cooperative Agreement 2496132 1594 SMET 9178 1594 0310426 July 1, 2003 HBCU: Stenghtening Minority Access to Research and Training (SMART) in Science, Education, and Mathematics (SEM). Title: Strengthening Minority Access Through Research Training (SMART) Southern University and A&M College HRD 0310426 PI: Mildred R. Smalley Southern University will implement comprehensive approaches to strengthen the institution's undergraduate science, technology, engineering and mathematics (STEM) education and research infrastructure. The University will (1) increase by 30% the number of STEM baccalaureates; (2) significantly increase the number of these baccalaureates who pursue doctoral degrees in STEM disciplines; and (3) increase the number of these STEM doctorates who enter the professoriate and the STEM workforce. Project efforts cut across the disciplines of architecture, agricultural sciences (animal, plant, soil, and urban forestry), biology, chemistry, computer science, physics, electrical engineering technology, engineering (chemical, civil, electrical, and mechanical), mathematics, and science education in chemistry, biology, physics, and mathematics. The design of the SMART program operates on the proven thesis that the scope, depth, and quality of undergraduate training and participation of students in undergraduate research have a strong bearing on the desire and ability of undergraduate students to attend and to succeed in graduate studies. ARCTIC NATURAL SCIENCES HIST BLACK COLLEGES AND UNIV HRD EHR Stubblefield, Michael Mildred Smalley Southern University LA Marilyn J. Suiter Cooperative Agreement 3145602 5280 1594 SMET 9178 9150 7582 0313593 August 15, 2003 ADVANCE Leadership Award: Initiative for Minority Female Environmental Faculty. This proposal seeks to develop an ADVANCE Leadership Initiative for Minority Female Environmental Faculty (LIMFEF) that is aimed at enhancing the presence and stature of minority female faculty in American academic institutions. The initiative will focus on Black, Hispanic and Native American faculty in environmental departments and schools, and will pursue the following goals in addressing barriers faced by minority women in developing professional careers in academia. o Conduct a national study to determine the status of female minority environmental faculty, o Develop a national database with contact information of minority female environmental faculty, o Develop a clickable e-book of minority female environmental faculty featuring profiles of "pioneers" in the field and "rising stars," o Convene a national conference of minority female environmental faculty to discuss the results of the study, network, develop mentoring relationships, and craft leadership strategies. The goal of the ADVANCE program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. Through this program, NSF seeks to support new approaches to improving the climate for women in U.S. academic institutions and to facilitate women's advancement to the highest ranks of academic leadership, thereby broadening participation in the Nation's science and engineering enterprise. ADVANCE - LEADERSHIP HRD EHR Taylor, Dorceta University of Michigan Ann Arbor MI Laura Kramer Standard Grant 300000 1739 OTHR 1739 0000 0317607 September 1, 2003 CREST Center for Nanomaterials Characterization Science and Processing Technology. HRD- 0317607 CREST Center for Nanomaterials Characterization Science and Processing Technology Howard University PI - James W. Mitchell Howard University (HU) will establish the CREST Center for Nanomaterials Characterization Science and Processing Technology. The Center will advance the chemical knowledge base underpinning the determination of the chemical status of nanomaterials, providing the intellectual foundation for verification of directed synthesis, and development of methods for fabricating new nanomaterials with definable chemical identities and technologically useful properties. In collaborations with investigators at Lucent Technologies, HU faculty will innovate processes for converting nanomaterials into thin film structures for device applications. HU efforts involve the formation of a core group of research faculty that focuses on the chemical, rather than the physical, characterization research of nanomaterials. The research and technology objectives of the CREST Center at Howard University include: (1) executing the characterization science research required for determining the chemical status of nanomaterials; (2) developing methods for generating novel nanomaterials and elucidating the vapor phase chemistry underlying the synthesis of nanomaterials; (3) innovating processes for fabricating nanostructured materials and devices with record setting performances; (4) enhancing research collaborations between multidisciplinary teams at HU, Lucent Technologies, and NIST; (5) broadening characterization research support across multiple disciplines at HU; (6) supporting research collaborations in nanoscience throughout the region, and (7) increasing the opportunity for undergraduates and graduate student participation in research and laboratory experimentation. CENTERS FOR RSCH EXCELL IN S&T HRD EHR Mitchell, James Clayton Bates Steven Richardson Gary Harris John Harkless Howard University DC Victor A. Santiago Cooperative Agreement 4598840 9131 SMET 9179 9178 0317678 August 1, 2003 ADVANCE Leadership Award: Collaborative Research: Women in Cognitive Science. Women in Cognitive Science (WICS) is an organization created by the Co-PIs of this proposal in 2001 and is affiliated with the Psychonomic Society. The goal of WICS is to enhance the success of women scientists who are pursuing careers in cognitive science, experimental psychology, and cognitive neuroscience. The proposal describes a program which aims to sustain and extend WICS. The planned activities have the following objectives: * to organize its structure more formally, * to sustain its presence, * to engage the participation of other senior women cognitive scientists in its leadership, * to plan events to take place around the yearly meeting of the Psychonomic Society, * to create a set of ongoing programs that will promote the advancement of all women in the field, * to ensure the recognition and representation of senior women, and * to address the needs of younger women facing the challenges of negotiating the initial stages of beginning a career. The program proposed addresses both of NSF.s impact criteria. It encourages the participation of young scientists in professional meetings, promotes the mentoring and professional development of women and minorities, and aims to increase the visibility of senior women cognitive scientists who have been historically underrepresented in positions of leadership. ADVANCE - LEADERSHIP HRD EHR Kroll, Judith Pennsylvania State Univ University Park PA Jessie A. Dearo Standard Grant 109769 1739 OTHR 1739 0000 0317692 August 1, 2003 CREST: Center of Emerging Technologies for Advanced Information Processing and High-Confidence Systems. HRD 0317692 CREST Center for Emerging Technologies for Advanced Information Processing and High-Confidence Systems Florida International University PI: Yi Deng Florida International University (FIU) will establish the CREST Center for Emerging Technologies for Advanced Information Processing and High-Confidence Systems. This multidisciplinary research and educational center will serve as a resource center for the education of underrepresented minority students as well as a driving force to increase diversity in graduate education, especially at the Ph.D. level in computer science and engineering. In addition to the educational component, the Center will pursue four major research subprojects. (1) High-Confidence Reactive Software Systems will build high confidence reactive software systems by developing efficient and scalable methods for modeling, specifying, analyzing, and implementing such systems. (2) Multidimensional-Multimodal Data Modeling and Query Research focuses on the intelligent use of databases for data mining, modeling, and analysis through effective queries. The querying support process will yield efficient access over multidimensional multimedia data sets and effectively address the issues of interpretation and visualization of such complex data sets. (3) Assistive Technology Research is based on the design and development of real-time assistive systems that focus on Visual Impairments and Blindness, and Motor Disability, which are achieved through integration of highly dependable and sophisticated real-time software and databases to hardware designs. (4) Advanced Information Processing with Neuroscience Applications will focus on signal and imaging techniques that have significant real-world applications, while the Neuroscience research aims to meet the impending needs for new developments in bio-signal processing and neurorehabilitation as the functional mapping of the brain and the causality of key brain dysfunctions are elicited. CENTERS FOR RSCH EXCELL IN S&T HRD EHR Deng, Yi Naphtali Rishe Xudong He Malek Adjouadi Armando Barreto Florida International University FL Victor A. Santiago Cooperative Agreement 4608999 9131 SMET 9179 9178 7204 0000099 Other Applications NEC 0317722 September 1, 2003 Center for Photonic Materials Research. HRD 0317722 CREST Center for Photonic Materials Research Norfolk State University PI: Carl E. Bonner Norfolk State University (NSU) will continue to build the research competitiveness of the physical sciences faculty and national recognition in the area of photonic materials through the CREST Center for Photonic Materials Research (CPMR). This renewal award will strengthen competitive activity in the areas of photonics, spintronics, and nanotechnology. Research efforts will focus on integrated micro- and nano-structured materials with organic/inorganic and dielectric/metal phases, and their unique nonlinear optical, photovoltaic, and spin-related properties. These efforts build upon NSU's established research strengths in the design, synthesis, processing, and characterization of inorganic and organic optical and magnetic materials. Research subprojects include: (1) study and engineering of basic physical and spectroscopic properties of random lasers and nano-composite photonic materials; (2) novel nano-structured organic materials for opto-electronics; and (3) study of electron-nuclear spin dynamics in high-spin systems for new spintronic and photonic applications. Educational goals of the Center are to increase the number of underrepresented minority students trained in the field of photonics and nanotechnology and to prepare them for positions of leadership in emerging areas of science and technology. NSU will build upon the strengths of the existing MS Program in Materials Science to develop a MS program in Optical Engineering and Electronics Engineering and to initiate a Ph.D. Program in Materials Science and Engineering. CENTERS FOR RSCH EXCELL IN S&T HIST BLACK COLLEGES AND UNIV HRD EHR Bonner, Carl Norfolk State University VA Victor A. Santiago Cooperative Agreement 4100000 9131 1594 SMET 9179 9178 0000099 Other Applications NEC 0317739 August 1, 2003 ADVANCE Leadership Award: Collaborative Research: Women in Cognitive Science. Women in Cognitive Science (WICS) is an organization created by the Co-PIs of this proposal in 2001 and is affiliated with the Psychonomic Society. The goal of WICS is to enhance the success of women scientists who are pursuing careers in cognitive science, experimental psychology, and cognitive neuroscience. The proposal describes a program which aims to sustain and extend WICS. The planned activities have the following objectives: * to organize its structure more formally, * to sustain its presence, * to engage the participation of other senior women cognitive scientists in its leadership, * to plan events to take place around the yearly meeting of the Psychonomic Society, * to create a set of ongoing programs that will promote the advancement of all women in the field, * to ensure the recognition and representation of senior women, and * to address the needs of younger women facing the challenges of negotiating the initial stages of beginning a career. The program proposed addresses both of NSF.s impact criteria. It encourages the participation of young scientists in professional meetings, promotes the mentoring and professional development of women and minorities, and aims to increase the visibility of senior women cognitive scientists who have been historically underrepresented in positions of leadership. ADVANCE - LEADERSHIP HRD EHR Martin, Randi William Marsh Rice University TX Jessie A. Dearo Standard Grant 111041 1739 OTHR 1739 0000 0317741 September 1, 2003 Synthesis, Manufacturing and Characterization of Structural Nanocomposites. HRD 0317741 CREST Center for Synthesis, Manufacturing and Characterization of Structural Nanocomposites Tuskegee University PI: Shaik Jeelani In this CREST renewal, Tuskegee University continues development of the science and technology of nanocomposites. The institution will expand the Ph.D. program to graduate significant numbers of minority students with advanced degrees in the materials science area. A diverse team of researchers has been assembled to study the entire spectrum of technology related to synthesis, fabrication, and characterization of structural nanocomposites. The three research subprojects of the CREST center are: (i) Synthesis and Analysis of Structural Nanocomposites, (ii) Modeling and Manufacturing of Structural Nanocomposites, and (iii) Performance Evaluation of Structural Nanocomposites. These research activities constitute a systematic and logical expansion of studies of the synthesis, modeling, and manufacturing of advanced composites (including nanocomposites) performed by the research team under the current CREST Center. The intellectual merit of this proposal lies in the fact that the benefits of nanoparticle infusion into a polymer are being harnessed for the manufacture of nanophased structural composites using a comprehensive approach. These structural composites will consequently have significantly superior mechanical, chemical, and thermal properties. Fulfillment of the stated objectives will expand knowledge of the science of nanoparticle-polymer interactions as well as provide, in the short term, comprehensive technical information on a new generation of structural materials. The broader impacts resulting from the proposed activities include the fact that a large number of African American graduates, including many at the Ph.D. level, will be produced in an emerging area of materials science and engineering. Such graduates should become role models for many young minority science and engineering students in years to come. Moreover, these graduates will help bring much-needed diversity to the nation's advanced technological workforce. CENTERS FOR RSCH EXCELL IN S&T HIST BLACK COLLEGES AND UNIV HRD EHR Jeelani, Shaik Hassan Mahfuz Adriane Ludwick Derrick Dean Mahesh Hosur Tuskegee University AL Victor A. Santiago Cooperative Agreement 4939842 9131 1594 SMET 9179 9178 9150 7204 0317755 August 1, 2003 ADVANCE Leadership Award: CeMENT: Workshops for Female Untenured Faculty in Economics. In 1971 the American Economic Association (AEA) created the Committee on the Status of Women in the Economics Profession (CSWEP) with the goal of increasing the number and stature of women in economics. While CSWEP has recorded, and in some cases facilitated, many gains, there remains a significant difficulty in increasing the representation of women in the ranks of senior (tenured) faculty. A study by Ginther (2002) finds that, controlling for measured characteristics, gender differences in promotion rates are considerably larger in economics than in both the humanities and in the natural sciences. This suggests that women in economics have a particularly difficult time making the transition from untenured to tenured professor, compared both with men in economics and with women in other fields. This proposal is designed to aid in this transition and bring economics to parity with other sciences in this area. The proposal involves workshops at the national (ASSA) meetings and at regional economics association meetings that will be attended by selected junior faculty, and which will serve to connect them with senior and mid-career researchers and to each other. These workshops will offer resources, information, and networking opportunities to enhance careers and improve the chances of professional success, and will create and cement relationships between senior and junior faculty and between and among junior faculty as well. The proposal seeks to put in place an institutionalized process that will rely on the commitment of the AEA and CSWEP for its continued and ongoing success. The proposal's broader impacts stem from the impact on the economics profession that these workshops will have. The objective is to increase the tenure rate for women in economics to the rate we observe for men, and to bring economics to parity with other sciences in this regard. This improvement will benefit not just the participants in the proposed workshops, but the field as a whole. First, it will increase the perceived and actual promotion likelihoods for women, attracting more and better-qualified women to economics as a career. Second, it will increase the number of tenured female faculty in economics, who can then serve as mentors and role-models in their own right for future generations of junior women. This proposal's intellectual merit stems from the random assignment methodology proposed to allow us to evaluate the impacts of this program. While there has been some research on the importance of mentors, there has been little rigorous evaluation of these types of programs, and no evaluations that use random assignment. As in the medical domain of drug testing, random assignment is considered to be the "gold standard" for evaluation of an intervention's impacts. By establishing conclusively the impact of this program, it is anticipated that it will be perceived as a model on which similar interventions can be based, both in other fields and in economics for other underrepresented groups. ADVANCE - LEADERSHIP ECONOMICS HRD EHR Croson, Rachel Janet Currie Francine Blau KimMarie McGoldrick John Siegfried American Economic Association TN Jessie A. Dearo Standard Grant 350000 1739 1320 OTHR 1739 0000 0317772 September 1, 2003 Cea-Crest: The Center for Environmental Analysis of the California State University, Los Angeles. HRD - 0317772 Center for Environmental Analysis of the Centers of Research Excellence in Science and Technology (CEA-CREST) California State University, Los Angeles PI: Carlos Robles California State University, Los Angeles will continue operating the Center for Environmental Analysis of the Centers of Research Excellence in Science and Technology (CEA-CREST). CEA- CREST's mission is threefold: (1) to increase the numbers of minority citizens embarking on careers in the environmental sciences; (2) to conduct innovative, multidisciplinary environmental research; and (3) to provide a technical and personnel resource for the many academic, governmental, and industry environmental programs of the Southwestern United States. Under the unifying theme of spatially structured dynamics, CEA-CREST will expand partnerships with major national research centers, enhance graduate degree programs helping still greater numbers of CEA-CREST graduates to enter doctoral programs, and ultimately elevate a coalition of CEA-CREST research teams to national competitiveness. To provide more educational opportunities for the diverse pool of CEA-CREST Student Fellows, the Center will revise an existing interdisciplinary Master's program and couple it with an initiative to establish a joint doctoral degree between California State University, Los Angeles and partner institutions. Center research components include: Marine Population Dynamics; Ecosystem Carbon Flux; Genetics and Evolution of Marine Populations; Biogeochemical Cycling in Watersheds; and, Hydrology of Arid Lands. Intellectual merit: The Center's five research components outline plans for an impressive series of discoveries at various stages of realization. Established components led by senior investigators will disseminate significant research findings within the context of their expanding partnerships. Newer components led by young investigators will receive support to ensure that their very promising projects reach fruition. Broader impacts: CEA-CREST presents a vision of a fully integrated science community in which minority faculty and students lead significant intellectual enterprises. The vision inspires the efforts of other Minority Serving Institutions and encourages the allegiance of majority research universities in the causes of educational and environmental justice. CENTERS FOR RSCH EXCELL IN S&T HRD EHR Robles, Carlos California State L A University Auxiliary Services Inc. CA Victor A. Santiago Cooperative Agreement 4228149 9131 SMET 9179 9178 9131 0317858 August 1, 2003 ADVANCE Leadership Award: Collaborative Research: Women in Cognitive Science. Women in Cognitive Science (WICS) is an organization created by the Co-PIs of this proposal in 2001 and is affiliated with the Psychonomic Society. The goal of WICS is to enhance the success of women scientists who are pursuing careers in cognitive science, experimental psychology, and cognitive neuroscience. The proposal describes a program which aims to sustain and extend WICS. The planned activities have the following objectives: * to organize its structure more formally, * to sustain its presence, * to engage the participation of other senior women cognitive scientists in its leadership, * to plan events to take place around the yearly meeting of the Psychonomic Society, * to create a set of ongoing programs that will promote the advancement of all women in the field, * to ensure the recognition and representation of senior women, and * to address the needs of younger women facing the challenges of negotiating the initial stages of beginning a career. The program proposed addresses both of NSF.s impact criteria. It encourages the participation of young scientists in professional meetings, promotes the mentoring and professional development of women and minorities, and aims to increase the visibility of senior women cognitive scientists who have been historically underrepresented in positions of leadership. ADVANCE - LEADERSHIP HRD EHR Rajaram, Suparna SUNY at Stony Brook NY Jessie A. Dearo Standard Grant 78670 1739 OTHR 1739 0000 0318020 October 1, 2003 ADVANCE Leadership Award: Collaborative Research: Leadership Skills and Community Building Program for Junior Women Engineering Faculty in Engineering. The goal of this proposed work is to establish a regionally-organized, self-sustaining leadership training program for junior women faculty in engineering disciplines. By simultaneously training women engineering faculty in leadership and constructing a regional peer-mentoring network, the investigators hope to increase job performance and satisfaction for academic women in engineering, thus increasing both retention and advancement. The proposed activity is based on a pilot program conducted in the Northeast and will fund a three-year series of regional meetings in the mid-Atlantic that will provide leadership training, facilitate networking, and will be used as a model for other regions of the country. The specific objectives of this proposed program are to: 1. Train junior women engineering faculty in leadership, communication and conflict management through an experiential learning program; 2. Educate women about the academy through an "insider's perspective" from a senior woman academic engineer; 3. Enable and foster peer-mentoring and regional networking among junior women faculty in engineering; and 4. Promote the expansion of the program throughout the United States. ADVANCE - LEADERSHIP HRD EHR Guerlain, Stephanie University of Virginia Main Campus VA Jessie A. Dearo Standard Grant 49387 1739 OTHR 1739 0000 0318129 August 15, 2003 ADVANCE Leadership Award: Tulane University. This Leadership Award will support the PI's goal of providing advancement programs for women and minority faculty in science and engineering at Tulane University. The University has a strong commitment to advancement of women faculty, indicated by the Strategic Plan, the recently established Presidential Task Force on Diversity and Equity, and an equity climate survey recently undertaken by the Task Force. Moreover, the PI, Professor Marian Walters, has extensive experience in developing similar programs for women faculty in science and medicine at the Health Science Center. This award will support expansion of Professor Walters' efforts for underrepresented faculty to provide mentoring/networking and career development programs for women and minority faculty in science and engineering on the "Uptown" campus, as well as provide a graduate assistant for her research program. Mentoring/networking programs will include opportunities to participate in one-on-one mentoring, networking sessions at several faculty levels, seminar opportunities and faculty development sessions. Communication will be facilitated by establishing a women faculty Listserv. A biannual newsletter distributed throughout the university will highlight the accomplishments of the targeted women faculty. A limited number of travel and achievement awards will further enhance the advancement/recognition of the targeted faculty. In conclusion, this NSF ADVANCE Leadership award will allow the PI to provide programs directed at improving diversity among the faculty in the science and engineering departments at Tulane University through activities that empower the targeted faculty members to best navigate the system and successfully advance through the faculty and administrative ranks. ADVANCE - LEADERSHIP HRD EHR Walters, Marian Tulane University LA Laura Kramer Standard Grant 296384 1739 OTHR 9150 1739 0000 0318248 August 1, 2003 ADVANCE Leadership Award: Senior Women Faculty. 0318248 O'BANNON The proposed activity is to create an annual leadership institute for senior tenured women faculty in NSF-supported disciplines with the purpose of increasing the representation of women in higher education leadership positions (chair, dean, etc.), and supporting the ADVANCE goal of facilitating women's advancement to the highest ranks of academic leadership. The leadership institute will increase the accessibility for such training for faculty in the midwest by providing low cost workshops within that geographic area. The leadership training will focus on the business and leadership skills needed for women to make a successful entry into department chair and dean positions. This proposal addresses the need for women to have opportunities to cultivate leadership skills and goals in a structured setting in order to capture the benefits of such training that is often made available to male faculty in informal, less structured and more 'on the job' settings. The goal of the ADVANCE program is to increase the participation of women in the scientific and engineering workforce through the increased representation and advancement of women in academic science and engineering careers. With this award, NSF seeks to support new approaches to improving the climate for women in U.S. academic institutions and to facilitate women's advancement to the highest ranks of academic leadership BIOMEDICAL ENGINEERING ADVANCE - LEADERSHIP HRD EHR O'Bannon, Deborah University of Missouri-Kansas City MO Laura Kramer Standard Grant 230962 5345 1739 OTHR 1739 0000 0318258 October 1, 2003 ADVANCE Leadership Award: Collaborative Research: Leadership Skills and Community Building Program for Junior Women Engineering Faculty in Engineering. The goal of this proposed work is to establish a regionally-organized, self-sustaining leadership training program for junior women faculty in engineering disciplines. By simultaneously training women engineering faculty in leadership and constructing a regional peer-mentoring network, the investigators hope to increase job performance and satisfaction for academic women in engineering, thus increasing both retention and advancement. The proposed activity is based on a pilot program conducted in the Northeast and will fund a three-year series of regional meetings in the mid-Atlantic that will provide leadership training, facilitate networking, and will be used as a model for other regions of the country. The specific objectives of this proposed program are to: 1. Train junior women engineering faculty in leadership, communication and conflict management through an experiential learning program; 2. Educate women about the academy through an "insider's perspective" from a senior woman academic engineer; 3. Enable and foster peer-mentoring and regional networking among junior women faculty in engineering; and 4. Promote the expansion of the program throughout the United States. ADVANCE - LEADERSHIP HRD EHR Hobson, Rosalyn Virginia Commonwealth University VA Jessie A. Dearo Standard Grant 190613 1739 OTHR 1739 0000 0318372 August 1, 2003 ADVANCE Leadership Award: From associate to Full Professor with Distinguished Faculty Leading the Way. The Computer Research Association proposes to address the problem of too few full professor women faculty by creating the Associate Professor Cohort Program. This program aims to increase the percentage of women faculty holding degrees in Computer Science and Engineering with the rank of full professor by forming and mentoring a cohort of women from the associate professor ranks. The cornerstone of the Cohort Project will be the involvement of 15 senior women, appointed as CRA-W Distinguished Professors, who will actively participate as role models, mentors, and advisers. The project will build a community of associate professors, and provide them with mentoring, leadership training, encouragement and ongoing peer-support activities. The program will include an initial Professional Development Workshop, a series of smaller meetings in conjunction with technical conferences/seminars, and ongoing electronically-based support activities. ADVANCE - LEADERSHIP HRD EHR Soffa, Mary Lou Computing Research Association DC Laura Kramer Standard Grant 299778 1739 OTHR 1739 0000 0318387 March 15, 2004 ADVANCE Leadership Award: Strengthening Our Academic Foundations. This project focuses on improving the hiring, promotion and retention of women faculty members in academe. To achieve this goal the best practices currently in use will be identified by conducting site-visits at 35 Research Extensive and Intensive universities and by publicly recognizing departments of chemistry and chemical engineering having positive environments supportive of women faculty members. In addition, participating schools will be given confidential feedback on the environment for women at their institution as well as the general findings from this study. A toolkit will be developed for all institutions to use to identify strengths and weaknesses in their practices with respect to women faculty and to suggest ways they can assist new and mid-career faculty members. Overall assessments of the data from the on-site visits will be prepared for publication, highlighting successful best practices, and presentations will be given at national meetings of the American Chemical Society (ACS). PROJECTS ADVANCE - LEADERSHIP ADVANCE - FELLOWS HRD EHR Chapman, Sally Nancy Tooney Natalie Foster Felicia Dixon Deborah McCarthy American Chemical Society (ACS) DC Jessie A. Dearo Continuing grant 300000 1978 1739 1681 OTHR 1739 0000 0318391 September 1, 2003 ADVANCE Leadership Award: Women Faculty in STEM Fields: The HBCU Baseline Study. Although literature exists which describes the general dearth of women faculty in STEM academic programs, no specific or current data describes the status of women at HBCUs. It is the purpose of this one-year ADVANCE Leadership Award to propose to investigate the status of women STEM faculty at the 106 Historically Black Colleges and Universities. Specifically, this project will seek to determine if (a) Clark Atlanta University, one of only three doctoral granting HBCUs, is representative of other HBCUs, and if (b) HBCUs, as a group, reflect the status of women faculty in science and engineering at majority institutions. Additionally, this project will seek to identify through the development and dissemination of a national database, the STEM faculty women at HBCUs, as well as their areas of specialty and research. Finally, Clark Atlanta University proposes to convene the first national conference of HBCU women STEM faculty designed to focus on the best practices for advancing women in science and engineering at HBCUs. A team of nationally recognized experts, including representatives from the original nine ADVANCE Institutional Transformation Awardees, will be invited to lead and facilitate these discussions. ADVANCE - LEADERSHIP HRD EHR Cook, Deborah Clark Atlanta University GA Jessie A. Dearo Standard Grant 292910 1739 OTHR 1739 0000 0318510 August 15, 2003 ADVANCE Leadership Award: MentorNet ACE: Academic Career E-Mentoring for Women in Science and Engineering. MentorNet (www.MentorNet.net) was founded in 1997 as an innovative large-scale electronic mentoring strategy, pairing women studying engineering and related sciences at colleges and universities with female and male professionals in industry for yearlong, structured mentoring relationships, conducted via email. MentorNet has grown into an online community, leveraging its extensive web site, email, and other electronic communications technologies and related systems and software to offer structured one-on-one, group and peer mentoring for its members on a large scale. Over the last five years, MentorNet has matched nearly 10,000 undergraduate and graduate students with e-mentors working in industry and government in its One-on-One mentoring program; it has also received numerous requests from both students and faculty to support academic e-mentoring. Based on results of past work, evaluation findings and other research, the PI proposes to expand MentorNet into MentorNet ACE, a new project focused on substantially refining and expanding MentorNet.s programs to include e-mentoring services addressing the needs of women students and untenured faculty seeking or pursuing academic science and engineering careers. To that end, MentorNet plans to develop specialized components of its One-on-One Mentoring Program, enabling one-on-one mentoring relationships based on 1) matching graduate students and postdoctoral scholars with tenured faculty members as mentors, and 2) matching untenured faculty with tenured faculty mentors. MentorNet will develop a comprehensive approach for this project, with programmatic features tailored to the needs of the specific protege-mentor populations. ADVANCE - LEADERSHIP HRD EHR Muller, Carol San Jose State University Foundation CA Jessie A. Dearo Standard Grant 299847 1739 OTHR 1739 0000 0318519 September 1, 2003 Computational Center for Molecular Structure and Interactions. HRD - 0318519 CREST Computational Center for Molecular Structure and Interactions Jackson State University PI: Jerzy Leszczynski Jackson State University (JSU) will continue expanding research and educational programs in Computational Chemistry and Physics through continued operation of the CREST Computational Center for Molecular Structure and Interactions. Consisting of faculty members from the JSU Departments of Chemistry and Physics and a member from the Department of Chemistry at the University of California at Berkeley, the Center will maintain the status of a research center in high-performance computational studies. Five programs, focusing on the application of high-performance computational techniques to problems of importance for chemistry, physics, molecular biology, and technology will be carried out at the Center. These programs will target the prediction of such phenomena as properties of new carbon and silicon clusters, ultra fast carrier dynamics in metal nanoparticles, the development and application of advanced coupled-cluster methods, studies of cyclodextrin complexes, conformational studies of anhydrides, thioanhydrides, and several cyclic systems using combined NMR/computational methodologies, and predictions concerning the structures and reactivity of DNA building blocks. Center activities focus on graduate students entering the recently approved Ph.D. program in chemistry and on lectures, workshops, seminar series, and research summer programs for undergraduate students from HBCU and Minority-Serving institutions. Collaborative activities of the Center include the organization of annual international conferences on Current Trends in Computational Chemistry and Southern Schools on Computational Chemistry. CENTERS FOR RSCH EXCELL IN S&T HIST BLACK COLLEGES AND UNIV HRD EHR Leszczynski, Jerzy Jackson State University MS Patrick F. Mensah Cooperative Agreement 4546029 9131 1594 SMET 9179 9178 9150 7204 0323096 August 15, 2003 Planning Grant for the Enhancement of Science, Technology, Engineering, and Mathematics at Dine College. Planning Grant for the Enhancement of Science, Technology, Engineering, and Mathematics at Dine' College Project Summary Dine' College seeks a TCUP planning grant to evaluate its science, technology, engineering and mathematics (STEM) curriculum with the objectives of: (a) improving as needed upon existing strengths in the health, biological and physical sciences together with mathematics; (b) expanding our capabilities in engineering and computer science, and (c) working with the College's Center for Dine' Teacher Education and articulating universities to develop an effective discipline-based STEM Education curriculum. That study will then be used as the basis of an action plan for developing a full implementation grant--to be submitted the following year--leading to an improved and expanded STEM program, ranging from a revised curriculum to improved classroom and laboratory infrastructure, added faculty, and an upgraded working relationship with Reservation employers and regional universities. The planning period will be for 12 months and will include four phases. * Phase 1 (August 15-November 15, 2003): An overall assessment of the present STEM program within the College infrastructure. It will include the aggregate impact on students of course offerings in STEM; of STEM faculty; and of such physical resources as laboratory and classroom space, laboratory equipment, and computer resources. * Phase II (November 16-February 14, 2004): A course by course evaluation of the STEM curriculum, including content, student preparedness and achievement, student demand, and teaching effectiveness. * Phase III (February 15-May 15, 2004): Development of an institutional plan leading to the preparation of a full implementation grant to facilitate growth and improvement. * Phase IV (May 16-August 15, 2004): A preliminary analysis of Phases I, II and III, leading to the development of a plan for evaluating progress during the implementation period. This planning process and the implementation to follow will have the intellectual merit of advancing STEM literacy within a significantly underserved population, Native American students. Their broader impacts will be derived from the development of a model academic STEM program that other Tribal Colleges will be able to use as a template in developing their own programs. HUMAN RESOURCES TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Manuelito-Kerkvliet, Cassandra Janel Hinrichsen Marnie Carroll Dine College AZ Lura J. Chase Standard Grant 55916 7226 1744 SMET OTHR 9178 0000 0000099 Other Applications NEC 0323171 October 1, 2003 Sheldon Jackson College TCUP Planning Grant. ABSTRACT Title: Sheldon Jackson College TCUP planning grant The purpose of this planning grant is to assess Sheldon Jackson College.s (SJC.s) current STEM curriculum and infrastructure and to develop an institutional action plan to be used as the basis for a full TCUP implementation grant to be submitted February 2005. SJC is a 4-year liberal arts college, accredited by the Northwest Association of Schools and Colleges and Universities, offering associate and bachelor degrees in Business Administration, Elementary Education, Human Services, Outdoor Leadership, Individualized Studies, Secondary Education and Environmental Science. SJC is committed to its founding mission to serve the needs of all students, with an emphasis on Alaska Natives and students from rural communities. SJC needs to evaluate its current STEM program to determine the effectiveness of its STEM instructional program in preparing students for success throughout their education and careers. SJC requires 12 months and 2 phases for STEM program assessment: * Phase 1 (October 1, 2003 . June 1, 2004): assessment and evaluation of current STEM infrastructure and offerings. * Phase 2 (June 1, 2004 . October 1, 2004): creation of an institutional plan to increase enrollment and retention in STEM programs and development of full TCUP proposal. At the end of the 12 months SJC will have conducted an assessment of its current STEM course offerings, evaluated the effectiveness of current teaching practices, developed an institutional plan to increase and retain students in STEM courses, written a full TCUP implementation grant, and created an assessment system to further evaluate STEM course effectiveness for SJC.s unique student body. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Harrington, David Jaclyn Schnurr Sheldon Jackson College AK Lura J. Chase Standard Grant 49797 1744 SMET 9178 9150 0323208 September 1, 2003 Fostering Student Success in STEM Disciplines through Engaged Learning Opportunities and Comprehensive Program Development. Abstract This proposal is submitted by Fort Belknap College (FBC), a tribally-controlled community college located on the Fort Belknap Indian Reservation in northcentral Montana. The overall goal of the project is to increase student participation and success in FBC.s STEM (Science, Technology, Engineering and Mathematics) degree programs. To accomplish this goal the project will provide STEM students with an integrated continuum of learning opportunities in mathematics, science and technology, while, at the same time, strengthening the institution.s STEM programs through curriculum reform, faculty development, and infrastructure enhancement. Student-centered activities include an active outreach and recruiting program, pre-college summer sessions, expanded tutoring and in-class assistance in STEM course offerings, research and internship opportunities, and a bridge program with Montana State University-Northern. At the same time, STEM faculty and staff will participate in a series of activities designed to improve the quality of STEM instruction, increase faculty knowledge in both teaching methods and course content, and enhance institutional resources needed to effectively deliver STEM classroom, laboratory and field-based instruction. Through the implementation of this comprehensive strategy, the project will achieve five student-centered performance objectives and build the college.s capacity to offer high quality STEM courses and degree programs. Evaluation activities will provide project personnel with the information needed to effectively monitor the project.s progress, improve its ongoing effectiveness, assess its success in achieving project goals and objectives, and communicate its outcomes to a variety of stakeholders. Ms. Mary John Taylor, dean of academic affairs at FBC, will serve as principal investigator for the project. INTELLECTUAL MERIT The project addresses NSF's review criteria of intellectual merit in several ways. Students at FBC will advance their knowledge and understanding in STEM disciplines through participation in pre-college summer enrichment sessions, reformed STEM course offerings, research and/or internship opportunities, and bridge program activities. Faculty will increase their understanding of effective pedagogy and content knowledge through professional development opportunities and faculty-student research projects. Data gathered through evaluation activities will expand the body of knowledge concerning the effectiveness of project strategies among American Indian students. While the effectiveness of many of the learning/teaching strategies and activities employed in this project have been documented in the research-based literature, their modification for use in the unique context of Fort Belknap College is both creative and original. Recruitment and outreach efforts targeting non-traditional students, innovative pre-college STEM enrichment programs, alternative approaches to .remediation,. and integration of GrosVentre and Assiniboine cultures within STEM program offerings represent highly original and creative components of this project. Other factors contributing to the intellectual merit of the project include the qualifications and experience of project leadership and the project.s unrestricted access to the institution.s full range of STEM resources. The project was conceived during a two-year planning process, and its multiple components are clearly organized to achieve specific and measurable student-centered goals and objectives. BROADER IMPACTS Project activities will achieve many of the broader impacts described in NSF.s Grant Proposal Guide. Pre- college enrichment sessions and reformed STEM course offerings will employ inquiry-based instruction to energize students with a spirit of discovery that will be reinforced through research and/or internship experiences addressing locally relevant, .real world. issues. The project also will increase the participation of underrepresented minorities, specifically American Indians, in STEM academic programs and professions. To encourage the success of American Indian students (who represent 85% of FBC.s student body), the project will employ instructional methods and learning activities that have proven effective among minority students, especially American Indians. The broader impacts of the project will be felt far beyond Fort Belknap College through the project.s dissemination activities and through the societal impacts of faculty-student research projects and the project.s anticipated impact on the local work force. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Taylor, Mary Daniel Kinsey Fort Belknap College MT Lura J. Chase Cooperative Agreement 2425000 1744 SMET 9178 9150 0000099 Other Applications NEC 0323637 October 1, 2003 Little Big Horn College TCUP Implementation Grant. Abstract Little Big Horn College's Mission with this endeavor is to significantly improve our recruitment and retention of STEM majors, provide them with an excellent education and career skills, double the number of our STEM majors who graduate or transfer on into four year institutions, and assist them in making a successful transition to bachelor's degree program or into the workforce, so that they succeed in achieving their educational and professional goals in STEM fields. Greater infusion of technology throughout the STEM curriculum will be a major tool for accomplishing our goals. To improve retention, our STEM Student Advisor will support and advise STEM students in navigating LBHC; supervise them in jobs as peer tutors and community workers; lead "Bridge" visits to transfer campuses, coordinate the Honors Academy and, overall, will be committed to their success. We believe that solid academic preparation, informed by good advising, is also critical to our STEM students' success. We will have an active program of course and curriculum revision, based on current research in Native American education, which gives priority to revising bottleneck courses, and develops our new forestry curriculum as well as courses which "round out" our current STEM degree programs. We will invest in the professional development of STEM faculty, both in discipline and in pedagogy. With the Center for Learning and Teaching in the West (CLTW), will host an annual STEM education research conference, emphasizing Indian education, for our STEM faculty and area teachers to learn and to share ideas and materials. To promote high student engagement in science courses, we will increase field and lab activities, and add residential field camps for incoming freshmen and for sophomores. Peer tutoring will support students in improving their academic performance. Financial incentives help retain students; STEM majors will have competitive opportunities to tutor or perform community service work; and will be assisted in identifying and applying for external scholarships, summer internships, research opportunities, and relevant summer jobs. These training opportunities will be another avenue for active learning, and will help students develop valuable job skills and/or an appreciation for research. How can the infusion of technology help our students to succeed? We.ll use technology to improve communication, e.g., by adding course information to the LBHC website, along with a database of scholarship and internship opportunities. Students will be given the option of computer assisted instruction for their lower level math courses. STEM students will have every opportunity to develop the technical skills they will need: in addition to the required I.S. course (3 cr.), we will develop 1-2 cr. courses in GPS, scientific presentations, graphing calculators and information literacy. A variety of upper level courses will have assignments that will require students to use their technology skills. We will also use CD-ROMs and Smartboards to enhance instruction. In order to accomplish these technology infusion objectives, we will upgrade and expand our technology infrastructure, and provide training and technical support to our faculty in the use of educational technology. Finally, we will ensure the effectiveness of this TCUP endeavor through excellent project management, including collaborative planning, effective evaluation, broad dissemination of results and attention to long term sustainability, and with the guidance of an external Advisory Committee. Broader Impacts: LBHC serves a 98% Native American student body. Since we expanded our I.T. curricula and added natural resource and environmental science (NR/ES) degree programs in 1996, our alumni have gone on to double the number of Crow Tribal professionals in NR/ES and IT fields. They are beginning to expand the sense of what is possible for students who are coming up behind them; we are seeing and feeling a significant ground swell of interest in these career fields, as well as the first small cohort of math/engineering majors. The broader impact of this project will be to support, sustain and expand this movement towards careers in STEM fields among our Crow and other Native American students. Our alumni are starting to bring their skills back to our community, working for the Tribe and LBHC, and are also changing the region, e.g., by diversifying the professional staffs of BLM and BOR. In addition, we are building relationships between LBHC, our area teachers, and CLTW. With CLTW.s assistance we plan to offer area teachers the option of taking our STEM short courses for graduate credit, and will open our annual STEM educational research conference to them as well as to our STEM majors and pre-service teachers. We are working to create a future in which our Crow children are learning from Crow STEM teachers, and have Crow role models in STEM professions. Although each Tribe is unique, what we learn here will likely be useful to other Tribal Colleges, and perhaps also to other colleges and universities with significant Native American enrollment. These audiences will be the focus of our dissemination efforts.. Intellectual Merit: This project addresses a significant nation wide shortage of Native American STEM professionals, and takes an innovative, integrated approach towards increasing the numbers and improving the preparation of TC STEM graduates. The piloting of computer assisted instruction (CAI) in TC math courses, the integration of traditional ecological knowledge into TC science courses, collaboration with our regional CLTW, and the use of DACUMs for TC curriculum development are all innovative project components - which will advance our knowledge and understanding of effectively educating TC STEM majors. The Project leadership & STEM faculty bring many years of TC teaching and program administration experience to this project, including managing earlier LBHC grants for STEM curriculum development, faculty development, undergraduate research & scholarships. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Yarlott, David Margaret Eggers Lois Howe Everall Fox Little Big Horn College MT Lura J. Chase Cooperative Agreement 2497645 1744 SMET 9178 9150 0323742 October 1, 2003 College of Menominee Nation STEM Curriculum Enhancement Project. Abstract To address the shortage of under-represented ethnic minority participation in Science, Technology, Engineering, and Mathematics (STEM) College of Menominee Nation (CMN), a 1994 Land Grant institution designated as a Tribal College and University under Executive Order 13020 proposes in partnership with the National Science Foundation to enter a cooperative agreement designed to remedy that circumstance through a four-tiered STEM CURRICULUM ENHANCEMENT PROJECT. The proposed program would refine the 4 STEM related learning outcomes articulated in the college.s eleven Guiding Principles for demonstrable student learning, through a multi-faceted curriculum revision designed to integrate mathematical and computational sciences across the curriculum in General Education Requirements; assure their integration in Breadth curriculum, and significantly impact Emphasis (major) requirements through refinement of existent programs, and development of two new STEM majors unique to the site and situation of the regional and reservation economy: Environmental Health; and Materials Science. In respect to the latter initiative, CMN brings to the project collaborative public partners: The Agency for Toxic Substances and Disease Registry (ATSDR) an agency within the National Institutes of Health, Center for Disease Control, Department of Health and Human Services; and the National Forest Products Laboratory of the U.S. Forest Service, U.S. Department of Agriculture, respectively. Led by Vice-President of Academic Affairs, a Menominee descendant, who will serve as Principal Investigator for the project, day-to-day operations of the project will be facilitated by a Project Coordinator and Curriculum Development Specialist and an Administrative Assistant to be hired under this cooperative agreement. The Vice-President will convene a project management team representing the units under her supervision including the Deans of Student Services and Auxiliary Sites, The Assessment of Student Learning (ASL) Coordinator and her assistant, and STEM faculty (9 of the full-time faculty of 15.) The proposal seeks support to augment faculty in Mathematics and Computational Sciences with two additional full-time faculty hires, as well as funding for STEM faculty release time at .20, and support for adjunct hires necessary to fulfill schedule requirements. Assessment of Student Learning (ASL) will be a significant component of this project, and a .60 dedication of ASL Coordinator.s and support staff time is included as an in-kind contribution by the college. A position in Student Services will be created under this proposal for .50 STEM Tutor/Advisor and Student Records Specialist. Student stipends for 15 participants in an STEM Honors Leadership Program are included in the proposal as well as STEM faculty summer support totaling 3.0 FTE to conduct the summer Honors Leadership cohort program and related program costs. Modest support for instructional materials and supplies is included in the budget of $2,388,886 over a five-year period. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Fowler, Verna Holly Youngbear-Tibbetts Diana Morris College of the Menominee Nation WI Lura J. Chase Cooperative Agreement 2474854 1744 SMET 9178 0000099 Other Applications NEC 0323815 August 1, 2003 Assessing and Planning for STEM Development at Kapi'olani. Abstract Kapi'olani, one of ten public colleges in the University of Hawai.i (UH) system, is an urban institution offering comprehensive programs in integrated liberal arts and 21st century career education. The College is now widely recognized for learning-centered excellence and for integrating a coherent curriculum that connects and reinforces learning across classroom, campus, community and cyberspace. Our Goals and Objectives for this TCUP Planning Grant are: Goal 1 To conduct a detailed institutional assessment of STEM infrastructure. Objective A Identify specific areas of strength and weakness in the institutionalization of STEM at the College using an existing and proven .Institutional Assessment Rubric.. Objective B Assess strengths and weaknesses in the retention and academic performance of Native Hawaiian students in STEM programs at the College. Objective C Conduct a thorough literature review of STEM programs at Tribal Colleges, Native Alaskan, and Minority-Serving Institutions. Objective D Conduct a thorough literature review related to the strengthening of STEM infrastructure in American higher education. Objective E Identify existing UH system databases that can provide cyclical assessment data in monitoring STEM strengths and weaknesses, gains and losses. Objective F Identify gaps in existing UH system databases and engage in UH system dialogs to eliminate these gaps. Objective G Develop a campus site visit protocol to gather consistent and comparative data on STEM programs and active learning strategies during campus site visits. Objective H Employ the protocol instrument in examining exemplary STEM programs and active learning strategies at identified leadership colleges and universities. Goal 2 Develop an institutional plan to enhance the College.s STEM program. Objective A Identify STEM curriculum development needed to enhance student achievement of Quantitative Reasoning and Information Retrieval and Technology learning outcomes. Objective B Identify STEM curriculum developments needed to enhance student academic success in STEM majors. Objective C Identify best practices in enhancing the STEM academic performance of Native Hawaiian, Native American, Native Alaskan, and Minority students. Objective D Identify best practices in STEM faculty professional development. Objective E Explore and determine most appropriate and effective active learning strategies (inquiry-based, web-based, community-based, learning communities) for integration into STEM program. Objective G Identify key UHM faculty, community and business partners, and their roles in strengthening the STEM program at the College. Objective H Identify key K-12 school collaborations in STEM learning. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Richards, Leon University of Hawaii HI Lura J. Chase Standard Grant 50000 1744 SMET 9178 9150 0323826 October 1, 2003 TCUP Planning Grant: University of Alaska Fairbanks - Northwest/Chukchi Campus. Abstract TCUP Planning Grant: University of Alaska Fairbanks Northwest & Chukchi Campuses The purpose of this planning grant is to conduct an assessment of STEM infrastructure, student needs in science, technology, and math, plus transitional factors in student advancement. Based upon this information an institutional plan for STEM programming will be developed and a STEM implementation grant written, including tools for evaluation and student tracking. The planning period will occur for 12 months and will include four goals with overlapping timelines: Assessment of STEM Infrastructure (October 01, 2003 - March 31, 2004) Assessment of Student Needs (October 01, 2003 . March 31, 2004) Assessment of Transitional Factors in Student Advancement (October 01, 2002 . March 31, 2004) Creation Of An Institutional Plan & Implementation Grant (April 01, 2004 . August 31, 2004) The results of this planning grant will be the assessment of Northwest and Chuckchi campuses ability to provide a 2-year STEM transfer program; an assessment of Alaska Native student retention in science, technology, and math coursework/programs; an assessment of high school to 2-year and 2-year to 4- year science, technology, and math skill transition; and finally an institutional plan for STEM courses and programs out of which a full TCUP grant proposal will be written including the development of instruments for STEM program evaluation and student tracking. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Wolter, Bjorn Margaret Wood Lincoln Saito University of Alaska Fairbanks Campus AK Lura J. Chase Standard Grant 49999 1744 SMET 9178 9150 0323831 September 1, 2003 "Mending the Net" Helping Alaska Natives to Achieve in Science, Technology, Engineering and Mathematics(STEM). Abstract Ilisagvik College of Barrow, Alaska is the lead college in the Consortium for Alaska Native Higher Education, Inc. (CANHE), a group of six developing tribally-controlled colleges which were established because Alaska Natives have not achieved proportionate success in higher education despite years of effort by mainstream institutions. Alaska Natives are particularly poorly represented in STEM programs and in related professions. Research resulting from a TCUP planning grant in 2002 that clarified the extent of the problem, and lessons learned from the Alaska Rural Systemic Initiative, form the basis for CANHE.s .Strategic Plan for Tribal Colleges in Alaska.. CANHE institutions will implement the plan, which includes special efforts in STEM fields, including this .Mending the Net. project. The project.s intellectual merit has two fronts. First, there are new certificate and degree programs which incorporate STEM field learning into training that meets the needs of natural resource development industries. That this learning, for three of the four CANHE institutions, explicitly blends indigenous knowledge with western science to gain a two-perspectives understanding of the natural environment, makes the project interesting. That the training qualifies Alaska Natives for needed employment in economically viable technical industries, makes the project both practical and critical. Second, the project uses regional differences as a strength. The .one size fits all. approach of most colleges and universities fails to employ different instructional techniques pertaining to STEM fields appropriate to each region. .Mending the Net. introduces placed-based STEM programs. Ilisagvik College, for instance, applies local people.s knowledge of the Arctic in an applied science program leading to employment in land management and wildlife biology. The Interior Athabascan Tribal College program, on the other hand, includes Native knowledge of the boreal forestry. The project.s broadest impacts include that because the grant recipient and other CANHE members are tribally-controlled institutions, almost all students involved are Native American/Alaska Natives . vastly underrepresented ion STEM fields. CANHE is a statewide organization with connecting networks to Alaska.s 100,000+ Native peoples. Two of the programs coordinate closely with school districts and will develop program templates for CANHE-district collaborations in other regions. A third program partners with the University of Alaska and includes faculty development trainings that can be replicated throughout the UA System by the three UA Affiliate Members of CANHE. On the industry side, the Bristol Bay Native Association program expands the infrastructure for web-based course delivery to villages in preparation for internships and possible employment with VECO, Inc., a primary contractor on the Trans-Alaska Pipeline. Some project results, like new academic programs and their curricula, will be available on CDs and the web. Others, like .best practices. in STEM teaching and learning for Native students, will be shared through conference presentations of Native and other educators. Yet other results, like the availability of STEM-trained Native interns in wildlife biology, forestry and fisheries, will be widely publicized, and discussed at industry-related conferences and in the halls of collaborating organizations like the Barrow Arctic Science Consortium. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Wenning, E Linda Merritt Helfferich Ilisagvik College AK Lura J. Chase Cooperative Agreement 1119155 1744 SMET 9178 9150 0000099 Other Applications NEC 0327904 August 1, 2003 GDSE/RES Study of the Role of Gender in the Training and Career Paths of Women and Men in STEM. Seton Hall University will determine factors influencing the differential training and career patterns of women graduating in physics, engineering, and mathematics. The study will permit a comparison of the academic development, particularly at the graduate level, of women and men and will identify reasons for their different career choices. The path from a bachelor's degree to a faculty position in STEM loses women every step of the way. Women are less likely to be awarded a doctorate degree in chemistry, physics, engineering, and mathematics than men. No research has examined explicitly the reasons for this under-representation of women among doctoral recipients. A questionnaire will be sent to doctoral recipients who graduated during the years 1988-1992 from the top 10 ranked universities (as identified by the National Research Council) in physics, engineering, and mathematics. (A similar study of chemistry graduates is already underway.) These elite universities were chosen because their graduates have the greatest probability of being future leaders in science and technology in America. Participants will be asked to evaluate in detail their graduate training, identify the criteria used in making various choices, and state the reasons for their career decisions. In addition, quantitative data will be obtained for the first time regarding the number of employment positions sought and secured by graduates. In all analyses, the study will identify any statistically significant differences between the responses of women and men, as well as the magnitude of any differences. Findings will be communicated widely and especially to the administrators at the elite academic institutions in the sample. The findings will potentially form the basis for thoughtful and critical discussion of the status of women, and will lead to institutional self evaluation and reform at the elite schools and others producing STEM graduates. The desired outcome is to decrease the under-utilization of women in academe and industry. RES ON GENDER IN SCI & ENGINE OFFICE OF MULTIDISCIPLINARY AC HRD EHR Kuck, Valerie Cecilia Marzabadi Janine Buckner Susan Nolan Seton Hall University NJ Jolene K. Jesse Standard Grant 387814 1544 1253 SMET 9178 0330660 November 1, 2003 Alabama LSAMP Research Project. The Alabama Louis Stokes Alliance for Minority Participation (ALSAMP) proposes to engage in a research project on departmental/institutional factors which promote retention and baccalaureate degree attainment in science, mathematics, engineering, and technology (STEM) fields and persistence to graduate study by members of underrepresented minority populations at urban institutions. The Alabama Alliance, established in 1991, is one of the six oldest National Science Foundation (NSF) Alliances in the nation and has been in the forefront of efforts to increase the quantity and the quality of underrepresented minorities receiving baccalaureate degrees in STEM fields. Thus, because of this successful experience in developing and implementing programs that promote retention and baccalaureate degree attainment of minorities, Alabama is uniquely qualified to engage in a research project of this nature. While the Westat Study (March 2000) did an outstanding job of identifying LSAMP programs that work, the questions of why they work has not been addressed. This project will be a follow-up the Westat Study and will provide a complete and comprehensive picture of LSAMP program activities. The goal is to generate general information that builds on the Westat Report and logically extend this work in order to efficiently and logically guide effective implementation of best practices in diverse institutions. The objectives include the following: 1. To determine departmental and institutional factors facilitating undergraduate access to science, technology, engineering, and mathematics (STEM) careers, including baccalaureate degree attainment and persistence to STEM graduate study by members of traditionally underrepresented racial/ethnic groups ( specifically the keys to LSAMP success cited by the Westat Study), and 2. To generalize these factors and disseminate resulting findings and measures to the scientific and education communities. The Alliance will employ the services of the University of Alabama at Birmingham (UAB) Center for Educational Accountability to assist with the research. The Center is uniquely positioned to conduct the research activities of the proposed project. The Center has a number of ongoing projects that relate directly to the goals of the project. The project will begin with an in depth review and evaluation of 1. All LSAMP activities at each of the twelve ALSAMP institutions, and 2. Student performance data in SEM courses. Appropriate surveys and interviews will be conducted, data will be analyzed, and research findings will be published in an appropriate Educational Research Journal. Intellectual Merit - The project is an important step in advancing knowledge and understanding of why the LSAMP programs for underrepresented minorities in science technology, engineering, and mathematics are successful. Education faculty will work with mathematics and science faculty in this educational research project to find answers to these important questions by collecting and analyzing data resulting from surveys and individual interviews. The research results will add to the knowledge base in educational research and evaluation. Broader Impacts - The project broadens participation of underrepresented groups by the inclusion of a large number of African American students in the target population for the research surveys and interviews. In addition, a large number of Historically Black Colleges and Universities are included in the Alabama Alliance and the research efforts will involve a diverse pool of students and faculty. Discovery and understanding are advanced by the collaboration between disciplines and institutions. Evaluation and assessment findings will be documented and disseminated to other researchers in education and at national meetings. ALLIANCES-MINORITY PARTICIPAT. HRD EHR Braswell, Mary Louis Dale Scott Snyder University of Alabama at Birmingham AL Dr. A. James Hicks Standard Grant 209132 9133 SMET 9178 0331446 November 1, 2003 New Mexico Alliance for Minority Participation-Phase III. New Mexico AMP, established in 1993, is a partnership representing the state.s public two-and four-year postsecondary institutions. The program concentrates its efforts in three strategic areas: Outreach and Recruitment, Undergraduate Education, and Undergraduate Research and Graduate School Preparation. Core components include a multi-institutional freshman learning seminar, undergraduate research, and an annual student conference. New Mexico AMP also manages several leveraged student support and curriculum/faculty development programs. Collectively, these programs represent a comprehensive portfolio to develop multiple lines of inquiry into the issues of effective STEM education. Since inception of the New Mexico AMP, the number of B.S. degrees awarded in STEM fields to underrepresented minorities rose from 253 in 1992/93 to 455 in 2001/02 . an 80 percent increase. The percentage of B.S. STEM degrees awarded to minority students increased from 23.1 percent in 1992/93 to 37.1 percent in 2001/01 . a 61 percent increase. Demonstration of the intellectual merit and broader impacts of the program are exemplified by the SMET 101 Project and the Undergraduate Research Assistantship Program. SMET 101 is an innovative freshman-learning seminar for pre-transfer and first-year university students that has resulted in significant changes to teaching and learning processes at ten participating institutions. Through the Undergraduate Research Program, faculty from across the state are now actively engaging undergraduate students in research and using the program as a way to identify potential graduate students. Through these and other projects, we will continue to ask meaningful and, oftentimes, cross-disciplinary questions concerning student achievement and to develop increasingly effective approaches for enhancing student and faculty performance. In Phase III, continued focus on the primary program objectives will allow this success to continue. Phase III objectives are to: Establish meaningful partnerships with colleges and universities, school systems, government agencies, national laboratories and centers, industry, private foundations, and STEM professional organizations to support student development and success and to achieve proposed New Mexico AMP objectives. Incorporate academic, curricular, and co-curricular enrichment activities designed to improve instructional performance as well as increase the motivation, performance, and progression of talented students within undergraduate degree programs. Provide direct student support as necessary to enable students to attend academic year and summer enrichment activities without unnecessary loss if income. Demonstrate an increase in movement of undergraduate students to graduate school degree programs. Maintain program visibility and student access at New Mexico 2-year colleges to 4-year degree programs. Establish sustainability of the SMET 101 project at 50% of New Mexico community colleges. These objectives will contribute significantly to meeting the goals of the New Mexico AMP program, fostering the continued integration of research and education, expanding access and participation, and broadening the base of opportunity and support available to STEM students. Management of the New Mexico AMP program will continue under the guidance of a multi-sector Advisory Board representing Grade 6-12 education, community colleges, universities, state government and educational agencies, and industry. Additionally, partnership with the University of Arizona Graduate School to provide summer research experiences, and collaborations with the New Mexico AGEP, the NMSU Center for Learning Assistance, libraries and reference staff, and other organizations will provide information and workshops on available opportunities and resources to encourage and prepare students for graduate study. Program evaluation activities are comprised of both formative and summative components driven by a comprehensive set of key evaluation questions. Adherence to the evaluation plan has led to formative improvements in program activities that are increasingly responsive to stakeholder needs as well as to evolving program goals and objectives. Successful program practices and results are disseminated statewide and nationally through a monthly one-page electronic bulletin (200 recipients), a bi-annual newsletter (nearly 1200 recipients), a program website (www.nmsu.edu/~nmamp) and conferen presentations and publications. ALLIANCES-MINORITY PARTICIPAT. HRD EHR Cruzado-Salas, Waded Ricardo Jacquez Rudi Schoenmackers New Mexico State University NM Dr. A. James Hicks Cooperative Agreement 6439239 9133 SMET 9179 9178 7204 0331537 November 1, 2003 CSU Louis Stokes Alliance for Minority Participation, Phase III. California State University Louis Stokes Alliance for Minority Participation Program, Phase III nitiated in 1994, the California State University-Louis Stokes Alliance for Minority Participation Program (CSU-LSAMP) is a comprehensive, statewide program dedicated to increasing the number of students from underrepresented minority groups (URM) graduating from campuses of the California State University (CSU) with baccalaureate degrees in science, technology, engineering, and mathematics (STEM) disciplines. The CSU-AMP Alliance includes 47 public postsecondary institutions: 19 CSU campuses plus 28 California Community Colleges (CCC). With past NSF support, CSU-LSAMP contributed substantially to broadening participation of underrepresented groups in STEM disciplines. If the annual number of STEM degrees awarded to URM students had remained at the 1993 pre-CSU-LSAMP baseline of 750, the total number of degrees awarded between 1994-95 and 2001-02 would have been 6000. Instead, a total of 11,601 degrees were awarded over the past eight-year period, an increase of 5,601 URM- STEM degrees. The potential for CSU-LSAMP to further increase overall participation of URM students in STEM is strengthened by projections for changes in the number and proportion of URM students graduating from California public high schools. In Phase III, CSU-LSAMP proposes to engage approximately 2,000 URM students/year in activities that sustain or further improve individual student retention and progression rates achieved during Phase I and Phase II, and proposes to increase the number of URM-STEM degrees awarded from the 2001-2002 level of 1,485 to 2,528 in 2007-2008. Hence, the CSU-LSAMP goal is to award over 1,000 more STEM baccalaureate degrees to URM students by the end of the project period. Since California Community Colleges enroll approximately 63% of college-going students in California, partnership activities that improve transfer rates are critical to achieving the degree production goal. Therefore, during Phase III, CSU-LSAMP will complete construction of .bridges. between CSU and CCC partners that facilitate student advancement through this critical decision point. Since many of the strategies initiated in Phase I and Phase II for lower division students have already been institutionalized, CSU-LSAMP will also introduce activities in Phase III that are designed to enhance graduate school preparedness of upper division students with the goal of improving aggregate student progression to STEM graduate programs. Phase III activities provided by each CSU campus will focus on four common objectives: (1) increasing transfer rates of URM students from the community colleges to STEM majors in the CSU; (2) enhancing first and second year retention rates and overall academic performance of URM students in STEM majors to levels comparable to levels for non-URM students; (3) enhancing performance of URM students in math and science courses; and (4) increasing the number of URM students interested in pursuing graduate study in STEM disciplines, and enhancing graduate school preparedness of upper division URM-STEM students. The types of activities that will be offered to support each objective have consistently been shown to facilitate retention and progression of URM students in STEM, and represent a set of well-established .best practices. for accomplishing the objectives. These activities include: course articulation between CSU and community colleges; individual transfer agreements with community college students; advising/orientation programs; peer mentoring; faculty mentoring; intensive summer or academic year programs designed to prepare students to excel in calculus courses; supplemental academic year workshops designed to enhance performance in specific math and science courses; graduate information workshops; AY or summer internships and research experiences; GRE preparation workshops; participation in scientific and professional conferences; interactions with other URM-STEM serving programs; and Interactions with URM- STEM serving prog ms at Ph.D. granting institutions. ALLIANCES-MINORITY PARTICIPAT. HRD EHR Sheley, Joseph Juanita Barrena Laurel Heffernan University Enterprises, Incorporated CA Dr. A. James Hicks Cooperative Agreement 7948000 9133 SMET 9179 9178 0331559 November 1, 2003 Greater Philadelphia Region Louis Stokes Alliance for Minority Participation - Phase III. Drexel University, as a representative of the Greater Philadelphia Region Louis Stokes Alliance for Minority Participation (Philadelphia AMP), seeks continued funding as an AMP Phase III project, to intensify its on-going efforts to substantially increase the quantity and quality of African American, Hispanic and Native American students receiving baccalaureate degrees in science, technology, engineering and mathematics (STEM), and subsequently, entering graduate school to attain doctoral degrees. Philadelphia AMP represents a diverse alliance of public and private, 2- and 4-year, research and non-research, Historically Black Colleges and Universities (HBCUs) and majority institutions. A salient feature of this proposal is the fundamental manner in which the proposed AMP Phase III project rests on a solid foundation of partnerships, resources, effective practices and experience derived from eight years of collaboration, cooperation and concerted efforts focused on minority student achievement under the current Philadelphia AMP Phase II project. Over the past eight years of Philadelphia AMP.s existence, the Alliance has contributed over $7.9 million in matching funds to the project through the use of college/university, foundation, state government, and corporate funds. As a result of Philadelphia AMP.s efforts, a mechanism has been developed to catalyze changes in institutional, departmental, and organizational culture and the practices that will result in significant increases in recruitment, retention, STEM degree production, and graduate school entry for all students. In support of this AMP Phase III project, 170 tenured STEM faculty, academic department heads, and senior administrative personnel from the 9 member institutions will actively participate in recruiting, advising and mentoring AMP students. In this proposal "minority" refers to African Americans, Hispanics and Native Americans. ALLIANCES-MINORITY PARTICIPAT. HRD EHR Greenberg, Mark Stephen Cox Drexel University PA Dr. A. James Hicks Cooperative Agreement 6572336 9133 SMET 9179 9178 7204 0331560 November 1, 2003 LSAMP: The Ohio Science and Engineering Alliance. The Ohio Science and Engineering Alliance Summary The Ohio Science and Engineering Alliance is a coalition of fifteen universities working together with federal, state, and community agencies1. It will significantly enhance the STEM infrastructure within Ohio and will serve as a catalyst for change, innovation, and resource enhancement throughout the state. The primary goal and broad impact of the Alliance is to double the number of underrepresented minority students who earn bachelor.s degrees in science, technology, engineering, and mathematics (STEM) fields and to significantly increase the number who pursue graduate study in these fields. This goal will be accomplished through the integration of new and existing campus-based and statewide programs; the monitoring of student progress through their undergraduate degrees and beyond; and the promotion of the Alliance to students, their parents, faculty, and the general public. The Ohio Alliance will focus on a comprehensive series of effective recruitment and retention initiatives that address key transition points from undergraduate recruitment through preparation for graduate school. These transitions include: A. Transition to College . Effective Coordination and Quality Programming; B. First-Year and Beyond Student Programming; C. Research Experiences for Rising Juniors and Seniors; and D. Professional Development for Students, Faculty, and Staff. NSF funds will be used to support Alliance-wide initiatives (e.g., cooperative recruitment, research internships, professional development, Alliance Forum) as well as individual campus-based programs (e.g., mentoring, bridge programs, tutoring, supplemental instruction, drop-in centers, workshops). Research faculty will continue to be involved in program planning and will play an active role in the selection of student participants, matching students with their research projects, mentoring, and assessing the quality of individual student performance. STEM students who receive competitive funding will be referred to as Glenn-Stokes Scholars. Ohio State University will serve as the lead institution on behalf of the Alliance, and President Karen Holbrook, a research scientist herself, will serve as the principal investigator and chair of the Governing Board. Together with the Board, Steering Committee, and research faculty, she will provide intellectual leadership to the Alliance. The co-PI, Susan Huntington, Dean of the Graduate School, will provide its organizational home. The project director, Jean Girves, has served as the associate director of the Committee on Institutional Cooperation (CIC) for fifteen years, where she coordinated and raised funds for numerous collaborative projects among the 12 member institutions, including the Summer Research Opportunities Program (SROP) for minority students, the Women in Science and Engineering (WISE) Initiative, and the Graduate Minority Fellows program. In 2000, she accepted the Presidential Award for Excellence in Science, Mathematics and Engineering Mentoring on behalf of the SROP. ALLIANCES-MINORITY PARTICIPAT. HRD EHR Gee, E. Gordon Patrick Osmer Cyndi Freeman-Fail Ohio State University Research Foundation OH Dr. A. James Hicks Cooperative Agreement 3499123 9133 SMET 9178 0331686 November 1, 2003 LSAMP: Texas A&M System Louis Stokes Alliance for Minority Participation, Phase III Program: Cultivating the Future. The Texas A&M System Louis Stokes Alliance for Minority Participation Phase III (TAMUS LSAMP III) program proposes to nurture the future. The program will endeavor to sustain and extend hard-won academic gains in retention and learning outcomes for under-represented minority (URM) students in science, technology, engineering and math (STEM) disciplines, which have been achieved in partner institutions during TX LSAMP Phase I and II. However, the foremost aim of the proposed program will be, to advance the preparation of under-represented minority (URM) students in science, technology, engineering and math (STEM) fields for progression to STEM graduate degree programs and to K-12 teaching in STEM subjects. Led by three veteran TX LSAMP partners, and the Office of the Vice Chancellor for Academic and Student Affairs Texas A&M University System (TAMU System) the proposed Texas LSAMP Phase III program will extend participation in its central activities to the students of six additional TAMU System universities. The proposed TAMUS LSAMP III will be a five-year, three-pronged program. The first prong of the program features initial two-year pilot strategies for conducting and modeling new, and institutionalizable .Pipeline Repair. tactics, which are intended to help renew endangered URM STEM enrollment of new students at TAMU and Prairie View, because these institutions enroll and graduate the largest populations of URM STEM undergraduates in the TAMU system. The second prong of the TAMUS LSAMP III program will include the core .Undergraduate Student Development. strategies, which will be open to students of all Alliance institutions. The strategies of this prong will operate throughout the five years of the TAMUS LSAMP III program. This prong will aim first, to advance retention, and academic attainment by improving the self-direction (self efficacy) of STEM URM students, and then, to improve the quality of learning for URM STEM students, and hence their persistence toward graduation, and progression, through undergraduate research and teaching experiences. The third prong may be characterized as .Graduate School and Teaching Articulation.. It will consist of strategies for proactively negotiating an assisted transition of TAMUS LSAMP students to STEM graduate programs, and preferably those with strong systems to support URM student success, as well as encouraging and assisting URM STEM students pursue professional K-12 teaching. These strategies of this prong will be implemented in years three through five and will be made available to target population students from all TAMU System LSAMP campuses. What all three- program prongs will have in common is the commitment to seeding URM STEM students with forward-looking, ambitious perspectives toward life-long learning. ALLIANCES-MINORITY PARTICIPAT. HRD EHR Watson, Karan Karen Butler-Purry Kendall Harris Frank Pezold Texas Engineering Experiment Station TX Dr. A. James Hicks Cooperative Agreement 5421413 9133 SMET OTHR 9178 7204 0000 0332602 January 1, 2004 GDSE/RES: Women's Science Equity Online. TERC proposes to study the characteristics of online science courses for teachers that correlate to positive learning outcomes for women. There are now hundreds of science courses offered online for teachers, yet there are very few aggregate studies or meta-analyses of online courses. At the same time, women teachers are the largest users of online education, and there are no large-scale research studies focusing on women learners in online professional development courses in science. The first phase of the project is a descriptive survey and analysis of 100 online science courses for teachers. The second phase will use the analysis of course characteristics to select a subset of 20 courses for in-depth examination. Finally, the team will develop a set of guidelines for online course developers that include general recommendations on issues of alignment to national professional development standards, interactivity, and accessibility, along with examples and vignettes from courses. TERC has been a leader in research and development of telecommunication-supported learning since the 1980's. The project staff and the advisory committee comprises highly experienced online developers, science educators, teacher professional development experts, and educational researchers with experience in diversity and gender issues. Among the course providers interested in participating are the National Teacher Enhancement Network (NTEN), University of North Carolina, and the American Museum of Natural History. Potentially, the research will inform organizations who are currently investing in online professional development for science teachers with little benefit of research underpinnings. Improving the science skills of teachers - mostly women at this time - indirectly improves science education for all students and builds national capacity in education. TERC's research will promote higher quality learning experiences for teachers by identifying best practices (suggested elements of program structure, format, and facilitation) and design factors in online learning that are particularly effective for women as learners. RES ON GENDER IN SCI & ENGINE HRD EHR Asbell-Clarke, Jodi Elizabeth Rowe TERC Inc MA Jolene K. Jesse Continuing grant 964124 1544 SMET 9178 9177 0332765 October 1, 2003 GDSE/DIS: HER-STORY: Women Pioneers in Science, Technology, Engineering and Mathematics--Then and Now. WAMC will produce 20-30 (bi-weekly) 2-minute radio modules on historical and contemporary women in STEM fields and careers (Women STEM Pioneers in History); and 6 (bi-monthly) 7-15 minute radio segments covering current gender diversity in STEM mentoring and professional development programs, with a priority on coverage of programs serving minority women. These segments will have a specific focus on program participants (Creating the Women STEM Pioneers of the Future). Both series will be produced for national radio broadcast and targeted dissemination to young women, parents, educators and institutions (with a priority on reaching minority populations) via the Internet, print media, and distribution of tapes and CDs. The first all new Women in STEM radio website will also be created with audio archives of the radio programs. The intellectual merit of the proposed project lies in the research, production and presentation of quality radio programs that: 1) depict the lives of successful women in STEM fields and careers; and 2) provide in-depth coverage of successful and replicable projects addressing gender gaps in STEM fields. Multiple venues will maximize access to the shows, for use in formal and informal educational settings for adults and students. The broader impacts of this work include reaching and educating the general public and target audiences nationwide, providing them with information and tools for promoting greater participation of women--including those from traditionally underrepresented populations--in STEM education and careers. RES ON GENDER IN SCI & ENGINE HRD EHR Darcy, Mary Glenn Busby WAMC Northeast Public Radio NY Ruta Sevo Standard Grant 105484 1544 SMET 9177 0332780 September 1, 2003 GDSE/RES: A Study of Gender-based Differences and Ethnic and Cultural Models in each of the Computing Sciences. Xavier University of Louisiana proposes to: (1) Scientifically investigate by gender, ethnicity, and culture the under-representation of women in Computer Science (CS), Computer Information Systems (CIS), and Computer Engineering (CE) -- collectively referred to as the computing sciences, (2) Increase the knowledge-base of gender, ethnic, and cultural models, creating newer models that lead to a more equitable and inviting CS, CIS, or CE education, and (3) Increase national capacity in the field of gender diversity and education in the computing sciences by encouraging new researchers and research-oriented education practitioners. The research proposed in this project is an investigation with a mixed design. It is primarily a three-year longitudinal study. The primary theoretical and empirical approach will be the Social Cognitive Career Theory (SCCT) model. There has been limited exploration of SCCT's utility in explaining choice actions or goal implementation relative to STEM majors. Subjects are 210 first year, male and female undergraduates in computing sciences (over three successive years) at each of 50 institutions of higher education from across the nation: 25 Historically Black Colleges and Universities (HBCUs) and 25 non-HBCUs. As a control/baseline for the study each year at each institution, Xavier will also survey 30 first-year undergraduates who are from a non-computing sciences group. By participating in this research effort, several of the faculty members from the 50 institutions of higher education should become more interested in gender diversity and education. Microsoft Research and Science and Engineering Associates, Inc. (Louisiana's largest information technology company) will be corporate partners. Intellectual Merit: Based upon a large, nationwide sample, the team expects to be able to scientifically support from survey evidence some of the anecdotal or small sample findings previously put forth by other researchers. They expect to greatly improve the granularity of the current knowledge regarding gender, ethnicity, and culture in the computing sciences and to better support understanding of the computing sciences across the fields of psychology, sociology, and education. The comprehensive study features a multidisciplinary, culturally diverse, collaborative team capable of conducting the research. Broader Impact: The results of the study could have a profound impact on teaching and learning in the computing sciences. It will inform new approaches to broaden the participation of underrepresented groups, creating new networks and partnerships crossing disciplinary and geographical lines. Finally, it will give a scientifically sound basis from which others in society might work to increase the numbers of women obtaining bachelor's degrees in CS, CIS, or CE. HIST BLACK COLLEGES AND UNIV RES ON GENDER IN SCI & ENGINE HRD EHR Lopez, Antonio Marguerite Giguette Lisa Schulte-Gipson Xavier University of Louisiana LA Jolene K. Jesse Continuing grant 920598 1594 1544 SMET 9178 9177 9150 0332841 October 1, 2003 GDSE/DIS: Tech Savvy Girls Resource Dissemination Project. When educators read the AAUW Educational Foundation's Tech Savvy: Educating Girls in the New Computer Age (2000) report they generally have two responses, We must change the way we teach, and then How can I change the way I teach? The report highlights the critical need to encourage girls in technology from early childhood through middle and high school. It was instrumental in creating a movement to change technology education. Tech Savvy summarizes research that shows that girls do not perceive technology as interesting nor technology careers as appealing. The way technology is currently taught often dissuades them. A new Tech Savvy video and teacher's resource guide were designed as tools for educators, parents, students, and community-oriented professionals to change girls' experience of technology. AAUW Educational Foundation will use its national network of 100,000 members (parents, educators, students), 1,300 Branches, and 600 College/University member institutions to distribute copies of the video, guide and the report. In addition, the video will be broadcast via Fairfax County Public School satellite television network and others. The dissemination project will leverage the value recognized in the original Tech Savvy report and intensify its reach, with the ultimate aim of closing the gender gap in technology education and in the information technology workforce. RES ON GENDER IN SCI & ENGINE HRD EHR Eynon Lark, Nancy American Association of University Women DC Jolene K. Jesse Standard Grant 99850 1544 SMET 9177 0332843 August 15, 2003 GDSE/DEM: Teaching Science with the Social Studies of Science for Gender Equity. The Biology Department at Virginia Tech will put in place a strategy to overcome the decrease in the participation of women in biology during their undergraduate years. Metaphorically referred to as the leaky pipeline, women and girls leave science, technology, engineering and mathematics (STEM) as they move from elementary school to professional careers. Increasing numbers of women are recruited into science but they are not retained, even though the metaphor assumes that they will persist under current pedagogical practices, that they will be successful within the social constraints of scientific careers, and that they will assimilate into the current practice of science. However, the pipeline itself and the pond into which it empties may not be neutral; may promote females' leaving science. If these cultures developed in the absence of a wide variety of participants and perspectives, it is perhaps not surprising that it is alienating to those who have been excluded. The goal of this demonstration project to investigate the hypothesis that the cultures of science are responsible for alienating women and minorities. By integrating the social studies of science into science education, the team will reveal these cultures and then assess whether this novel pedagogy increases women's retention. The team will teach a sophomore-level Cell and Molecular Biology course that makes scientific cultures visible alongside traditional material, e.g., mechanisms and regulation of DNA replication, transcription and translation, protein trafficking. Students will have supplementary readings, writing assignments and discussions that use the social studies of science to see the assumptions, concepts, and practices of science in a new way. Writing assignments and oral responses (obtained in semi-structured interviews) will be assessed for progressively deeper understanding of the social characteristics of cell and molecular biology, for students' increasing competence and sophistication in using the social studies of science to examine the paradigms and practices of cell and molecular biology, and for their attitudes toward studying cell and molecular biology from this perspective. The benchmarks for the assessment are the epistemological stages (silence, perceived knowledge, subjective knowledge objective knowledge, contextual knowledge) developed by Belenky et al., (1986). These stages were constructed using women's experiences, and their use is appropriate in this project since we are giving women a perspective on the epistemology of science that is different from the predominant masculine model. This assessment, along with a measurement of self-efficacy in traditionally male-dominated occupations (Betz and Hackett, 1998), will be correlated with persistence in science education and progression to scientific careers. If the approach has the desired effect, students' awareness of the cultures of science will give them the ability to develop strategies for persistence within the status quo or strategies for change. Either result would have broad impact. Our human and social capital in the scientific workforce would be augmented by increasing the representation of under-represented groups, by fostering gender and racial equity in science, and by bringing fresh viewpoints and creativity in order to solve problems in science, engineering, and technology. As well, it opens a completely new area of theory and practice in science teaching and teacher preparation that benefits all learners. Consequently, the strategy and the assessment of the strategy will be disseminated nationally and internationally, within the university, at meetings of professional societies, and through several publications and web sites. RES ON GENDER IN SCI & ENGINE HRD EHR Lederman, Muriel Jill Sible Rebecca Scheckler Virginia Polytechnic Institute and State University VA Jolene K. Jesse Continuing grant 152426 1544 SMET 9178 0332852 October 1, 2003 GDSE/RES - Gendered Pipelines? Sex Segregation in Engineering and Math/Computer Science Fields of Study. In discussing women's under-representation in mathematics-intensive educational programs, social scientists often invoke the analogy of a (leaky) pipeline, focusing on the characteristics of individuals and their immediate social environments that promote or hinder successful passage through the science pipeline. The proposed research aims to supplement such individual-level analyses by considering the cultural and structural factors that constitute this pipeline's context and determine its contours. Aggregate-level data from 44 developed, developing, and transitional countries are employed to examine how cultural ideologies and features of national educational and economic systems are related to levels of female participation in engineering, mathematics and information technology fields of study. Intellectual Merit: Previous research by the PIs and others has identified cultural attitudes about gender roles as one of the most important determinants of cross-national variability in educational gender segregation. The current project aims to explicate these cultural effects. Detailed data on eighth-grade boys' and girls' math/science attitudes and math/science achievement in 44 countries, collected through the Third International Math and Science Surveys (TIMSS), allows evaluation and comparison of different explanatory mechanisms. In addition, structural determinants of sex segregation in higher education, including overall female enrollment rates, features of national higher education systems, female economic opportunities, and national economic development will be considered. The team, from University of California San Diego and Western Washington University, will employ a new log-linear modeling approach, which allows distributional patterns to be compared across educational systems characterized by different rates of overall female enrollment and different programmatic structures. Broader Impact: There is a growing consensus among researchers and educators that female under-representation in math and science cannot be understood with attention to individual-level attitudes and interests alone. If they are to fundamentally change the gender composition of these fields, policymakers must also attend to the role of broader cultural ideologies and organizational practices. Cross-national research of the sort proposed here is an excellent way of exploring effects of cultural and structural variables and of identifying the appropriate locus for policy efforts aimed at integrating these fields. RES ON GENDER IN SCI & ENGINE HRD EHR Charles, Maria University of California-San Diego CA Jolene K. Jesse Standard Grant 100022 1544 SMET 9177 0332862 September 1, 2003 GDSE/RES - Programming with a Purpose: An Experimental Investigation on the Role Narrative Plays in Supporting Girls' Understanding of Programming Concepts. The Center for Children and Technology at the Education Development Center will conduct a two-year experimental research project to systematically investigate the power of narrative in enabling girls to learn key programming concepts and skills. The hypothesis is that when girls are given the opportunity to learn programming situated in a meaningful narrative context their understanding of core programming skills will be enhanced. The experiment consists of teaching an introductory programming curricular unit to a treatment and control group of ninth grade students attending computer application classes in a predominantly Latino urban high school, Union Hill High School in New Jersey. The basis of the curricular unit involves students using a research tool built on top of an object-oriented programming language, such as JAVA, which is easily customizable. The research tool will consist of a flexible drag and drop software environment that uses the metaphor of choreographing ice-skating routines to make the task of learning computer programming more familiar to girls. In the treatment group, the research tool will enable users to design ice-skating performances by combining and shaping various routine elements into an executable, cohesive program. In the control class, students will use the same research tool and assemble identical subroutines as the treatment class, but instead of a graphic interface that shows skaters dancing in a rink, the research tool will be customized to enable students to work with abstract shapes moving across the screen (as in a screen saver). Using pre-post surveys, clinical interviews, and transfer tasks, the study will investigate whether girls' understanding of core programming skills and concepts (i.e., sequential thinking, understanding parameters and variables, and the structure of code) are increased when exposed to programming tasks within a rich narrative context. According to research, programming is not intrinsically interesting to many girls. They are more likely to be attracted to learning skills situated in a meaningful context, and especially as a way to solve a genuine social, personal or environmental problem. With the advent of object-oriented programming languages (such as JAVA), it is possible to make programming more accessible to girls since object-oriented languages allow one to program by manipulating the relationships between objects in a narrative context rather than executing abstract, linear code. The broader aim of the study is to investigate whether girls can learn as much or better if a traditional programming curriculum is reverse-engineered to provide a meaningful context for the investigation of core programming skills and processes (i.e., reading, using, modifying, and implementing aspects of code) advocated by the Advanced Placement Computer Science curriculum and the Association for Computing Machinery. Findings from this study will help drive the future development and reform of computer science curricula for youth, particularly as Advanced Placement guidelines move toward the use of JAVA programming as the basis for introductory computer science at the high school level. RES ON GENDER IN SCI & ENGINE HRD EHR Brunner, Cornelia Dorothy Bennett Education Development Center MA Jolene K. Jesse Continuing grant 465953 1544 SMET 9177 0332874 August 1, 2003 GDSE/RES: Increasing the Participation by Women in Undergraduate Physics: What Can We Learn from Women's Colleges?. Colorado College proposes to study the factors that explain the success of women's colleges in producing women scientists at about twice the rate of coeducational schools, with a particular focus on physics departments. The study will look at how the colleges recruit and retain physics majors, the departmental culture, faculty attitudes, curriculum, pedagogy, and student experience. The project builds on a study just completed that surveyed nine coeducational undergraduate physics departments, including two HBCU's, to learn what works to encourage women to major in physics. Key factors appear to be particularly female-friendly departmental culture, the presence of adult female role models, an emphasis on cooperation rather than competition, and a strong connection with alumni. These factors tend to be strong in women's colleges. By visiting physics departments in women's colleges, PI will study the effect of their culture of achievement on the production of female physics majors, and learn if there are methods that can be adapted to coeducational schools. The findings will contribute to a fruitful dialogue between single-sex and coeducational institutions, and find ways to help all physics departments improve on how they recruit and retain women students. RES ON GENDER IN SCI & ENGINE OFFICE OF MULTIDISCIPLINARY AC HRD EHR Whitten, Barbara Colorado College CO Jolene K. Jesse Standard Grant 113954 1544 1253 SMET 9177 0332898 November 1, 2003 GDSE/RES: Realtime, Applied Programming for Underrepresented Students' Early Literacy. New York University and University of Oregon Eugene propose a three-year research project to build a successful software environment for realtime, applied programming for underrepresented students' early literacy (RAPUNSEL) in order to address the critical shortage of women in Computer Science (CS) careers and degree programs. The goal is to develop an engaging system with which to teach computer programming to middle school girls. The system is designed to become a scalable, approachable simulation game that appeals to girls' sense of communication, curiosity, and play while boosting confidence and developing programming expertise. Specifically, the project aims to study three areas related to gender and CS. First, how do the design of the programming software environment and the role of the peer group within such an environment affects girls' motivation and engagement to learn programming? Second, what is the depth to which middle school girls are able to learn programming concepts such as procedural thinking? Third, can we increase girls' overall confidence and self-efficacy levels in a software environment? RAPUNSEL addresses these issues through the design of a JAVA-based networked play environment in which girls can alter and create original characters, scenes, and scripts to build collaborative narratives online. Using 4 web-based modules, girls will learn programming progressively through manipulating the objects in the modules and receiving immediate feedback. RAPUNSEL allows girls to share their creations and gradually gain access to programming through guided hint systems in the form of character agents. No previous initiatives have focused specifically on the tiered use of a commonly used programming languages for middle school girls within an online software environment, and no other project has empowered girls to create their own programmatic objects for others to use. The team will build prototypes to fit into a larger framework for what they call "unfoldable environments" which motivate girls to unwrap the characters and worlds presented to them, manipulate them, and create new objects and environments. They will work with small groups of Oregon and New York girls as users, testers, informants, and design partners. Large-scale assessment will occur in the Eugene Oregon 4J school district. The research team includes experienced, award-winning scientists, artists, designers, and educators with a unique blend of academic and industry experience. Industry-related consultants on the project include Will Wright, the founder of Maxis Entertainment and creator of The Sims games, and Lindsay Gupton, Executive Studio Director of Know Wonder, maker of the Harry Potter, American Girl, and Magic Schoolbus games. Educators serving as consultants are middle school teachers in Eugene, Oregon as well as the 4J school district in Eugene. When completed, RAPUNSEL will be distributed online as a user-friendly environment and will also be available as open source for other researchers to use. It has potential to influence technology education at the middle school level, addressing the national need to invite more female students to develop technical and design skills. RES ON GENDER IN SCI & ENGINE HRD EHR Perlin, Kenneth Jan Plass Mary Flanagan New York University NY Jolene K. Jesse Continuing grant 897724 1544 SMET 9177 0332903 December 1, 2003 GDSE/DEM: Women at CENS: A Research System. University of California Los Angeles, Center for Embedded Networked Sensing (CENS), proposes to design a model undergraduate research experience maximizing those features and components of other undergraduate research programs that are most effective in promoting women's longer-term commitment to science and engineering. The design will be based on a survey of many examples of research experiences for undergraduates (REU's) implemented to date, and, based on published research and evaluation results of REU's. The project will exhibit a model of "REU best practices." CENS has chosen the disciplines of engineering, computer science, and the physical sciences to focus efforts because of the low representation of women in these three doctoral fields. Students will be recruited from Mills College and Harvey Mudd College, in partnership with the UCLA Center for Excellence in Engineering and Diversity. It is widely accepted that REU's are a significant positive experience for students, but the reasons why are not well known. The project will test its model by conducting a program for female students at CENS, and evaluate the results. The expected outcomes for students include: increased hands-on skill set and research experience; improved teamwork, problem-solving, presentation, and content skills as identified by project; improved self-confidence and increased positive attitudes towards respective disciplines; increased number applying for and participating in undergraduate research experiences; increased retention through graduation in respective disciplines; and increased interest and participation in pursuing graduate study. The project will use a systems approach as a framework for the three main components of programs currently being implemented at institutions across the country: 1. Environment: A research environment that offers women undergraduates experiences in leading research with direct societal implications (e.g., environmental, safety, educational). The connection between the research environment and the societal implications generates a medium through which successful recruitment can occur. 2. Experience: A research experience structured so as to promote successful and productive outcomes for students. 3. Engagement: A vital support structure to ensure academic and social integration for each student. The model program proposed in this project will allow for a more comprehensive understanding regarding which engagement strategies are most effective for women. Broader impacts: The work will provide faculty members and administrators of undergraduate research programs in engineering, physical sciences and computer science with tools for developing successful undergraduate research programs for their students, with particular effectiveness for female students. CENTERS FOR RSCH EXCELL IN S&T RES ON GENDER IN SCI & ENGINE HRD EHR Estrin, Deborah Christine Borgman Linda Sax University of California-Los Angeles CA Jolene K. Jesse Continuing grant 899689 9131 1544 SMET 9177 0333316 October 1, 2003 EAST: Eastern Alliance in Science, Technology, Engineering, and Mathematics. In accordance with its proposal submitted April 18, 2003, the University of Southern Maine (USM) requests $2,400,000 from the National Science Foundation over a 48-month period for a Cooperative Agreement in the program's Regional Alliances for Persons with Disabilities (RAD) track. These funds will be used primarily to increase the participation of students in science and mathematics and change the prevailing attitudes of teachers, counselors, and parents. Seed grants, tiered mentoring, bridge programs, field trips and research experiences will complement the Alliance's efforts. RES IN DISABILITIES ED HRD EHR Langley-Turnbaugh, Samantha Jean Whitney University of Southern Maine ME Mark H. Leddy Cooperative Agreement 2548094 1545 SMET 9178 9150 1545 0333381 November 1, 2003 CityLab Experiences for Youth with Disabilities. In accordance with its proposal submitted April 18, 2003, Boston University (BU) requests funding from the National Science Foundation over a 24-month period for a continuing grant in the program for persons with disabilities' demonstration, enrichment, and information dissemination (DEI) track. These funds will be used primarily to make its existing summer biotech program more accessible to students with disabilities. Partnering with a local non-profit group will bring science experiences to both disabled and non-disabled students as these groups work in tandem. RES IN DISABILITIES ED HRD EHR Romney, Carla Carl Franzblau Donald DeRosa Regina Snowden Trustees of Boston University MA Ted A. Conway Standard Grant 174599 1545 SMET 9178 0333396 October 1, 2003 Conference Information Dissemination on Science for Students with Disabilities. In accordance with its proposal submitted April 18, 2003, Georgia Tech Research Corporation (GTRC) requests $56,829 from the National Science Foundation over a 21-month period for a standard grant in the program's demonstration, enrichment, and information dissemination (DEI) track. These funds will be used primarily to use national conferences to disseminate targeted information to teaching practitioners about methods and resources for teaching students with disabilities. RES IN DISABILITIES ED HRD EHR Milchus, Karen Edward Keller GA Tech Research Corporation - GA Institute of Technology GA Ted A. Conway Standard Grant 56829 1545 SMET 9178 0333452 October 1, 2003 PPD-FRI: Ubiquitous Environment to Facilitate Engineering Education for Blind Persons. Arizona State University (ASU) requests funds from the National Science Foundation over a 24-month period for a continuing grant in the program for persons with disabilities' focused-research initiatives (FRI) track. These funds will be used primarily to integrate hardware and software, including a wireless handheld computer, a microphone, a text-to-speech module, a digital audio recorder, and a refreshable Braille device for delivery of material for science, engineering, technology, and mathematics. RES IN DISABILITIES ED HRD EHR Panchanathan, Sethuraman K. Selcuk Candan Terri Hedgpeth Patricia Green Mehmet Donderler Arizona State University AZ Mark H. Leddy Standard Grant 172538 1545 SMET 9178 0335696 August 15, 2003 QEM STEM Leadership Development Project for Tribal Colleges and Universities. Abstract QEM STEM Leadership Development Project for Tribal Colleges and Universities The Quality Education for Minorities (QEM) Network is requesting a three-year grant from the National Science Foundation in support of leadership development in Science, Technology, Engineering, and Mathematics (STEM) at the Nation.s Tribal Colleges. QEM.s proposed project is designed to further the goals of the Foundation.s Tribal Colleges and Universities Program (TCUP). Due to the special circumstances and needs of Tribal Colleges, the proposed project.s activities focus on the Tribal Colleges. However, all institutions eligible for TCUP will be invited to participate in project activities. Intellectual Merit QEM.s STEM Leadership Development Project will provide Proposal Development Workshops for prospective TCUP applicants as well as Project Management Institutes to support current multi- year grant recipients with project implementation. Professional development activities for Tribal College faculty and a Visiting Faculty Program will stimulate faculty growth and expand STEM teaching capacity. Materials to be produced include a "Best Practices" manual and a monograph on scholarly productivity. Collectively, these activities provide an intensive level of support for Tribal Colleges and Universities that support the goals of the TCUP program. Broader Impact The proposed STEM leadership development activities are designed to help increase the quantity and quality of TCUP proposals submitted by Tribal Colleges, and participating Alaska Native and Native Hawaiian institutions. The project implementation and professional development activities will benefit participants well beyond the life of the grant through resource development and the enhancement of STEM faculty. Since TCUP grants address substantive educational areas such as faculty development, curriculum enhancement, and undergraduate training and research experiences, this project has the potential for considerable impact on STEM educational experiences for Native American students nationwide. PROGRAM EVALUATION TRIBAL COLLEGE & UNIVERS PROGR HRD EHR McBay, Shirley QUALITY EDUCATION FOR MINORITIES NETWORK DC Lura J. Chase Continuing grant 1639303 7261 1744 SMET 9178 1744 0000099 Other Applications NEC 0338644 October 1, 2003 Pathways to STEM Careers. Pathways to STEM Careers: Preparing the STEM Workforce of the 21st Century Project Summary Support is requested to organize and conduct an NSF-sponsored Workforce E-Forum followed by a two-day workshop to explore the existing knowledge base on STEM workforce issues with the goal of setting research priorities for the future. Intellectual Merit: The project's intellectual merit lies in its multimodal and inclusive approach of building on previous research to gather information, promote interdisciplinary discussion, and set a strategic research agenda. A major component of the workshop will be a discussion of existing research findings and programs related to workforce issues. The workshop seeks to identify topics for research on the STEM workforce that have the potential to inform collaborations that address integrative approaches in program design. A significant contribution will be in the identification of critical research gaps on the workforce. Broader Impacts: The project's broader impact will be realized through the establishment of a national research agenda that will eventually result in a rich and diverse technical workforce strengthened by broader participation of US citizens. The workshop is expected to identify and propose strategies and funding mechanisms that will propel more U.S. citizens and underrepresented group members (women, persons with disabilities, African Americans, American Indians, and Hispanic Americans) not only into the STEM workforce, but also into leadership positions, thus contributing to achieving the broader goal of strengthening scientific, technical and economic capabilities. This will enable the US economy to continue to lead the world in innovation and to increase opportunities for all US citizens to participate in economic prosperity. Attendees will include a diverse group of workforce leaders from the research community, educational institutions, and a variety of employment sectors described in the body of the proposal. Workshop outcomes are expected to include a summary report that contains a set of recommendations to establish strategic research areas and education funding priorities for the Workforce of the 21st Century program announcement. In addition, the report will include recommendations for evaluation methodologies and criteria as well as suggest metrics to measure the success of future programs. Findings from the report will be disseminated through a workshop website as well as through presentations at international scientific conferences and meetings as well as at national workforce policy summits. ALLIANCES-MINORITY PARTICIPAT. HUMAN RESOURCES ARCTIC RESEARCH PROJECTS OUTREACH AND EDUCATION WORKFORCE COMPUTING FACILITIES CROSS-DIRECTORATE ACTIV PROGR ENGINEERING EDUCATION OFFICE OF MULTIDISCIPLINARY AC HRD EHR Pearson, Willie C. Dianne Martin GA Tech Research Corporation - GA Institute of Technology GA Dr. A. James Hicks Standard Grant 300027 9133 7226 5201 5101 1713 1520 1397 1340 1253 SMET HPCC 9215 9178 4444 0348742 April 1, 2004 Model Institutions for Excellence - Phase III. The MIE Phase III project will fulfill the plan which builds upon Phase I and II accomplishments, raises UMET to the next level of capability, and completes the process of institutionalizing and disseminating its model and best practices to other institutions. UMET will continue strengthening its academic program curriculum and disseminating the MIE curriculum development process to SUAGM SEM departments using institutional resources. UMET will continue hiring additional faculty with advanced degrees in selected areas, enhancing faculty content knowledge in SEM areas, delivering improved student-centered instructional programs, stimulating faculty research capability, developing an improved infrastructure for SEM research and educational improvement grants, improving its ability to assess faculty performance, and giving financial support to faculty completing doctoral degrees. UMET will continue to improve the student support/research infrastructure by involving undergraduate students in research, providing pre-college students with a greater appreciation of the benefits of careers in SEM and the academic preparation needed to pursue SEM studies, conducting a coordinated set of activities to attract better prepared students, and providing sufficient academic support services to retain them through graduation. UMET will construct a new science laboratory building and enhance the computer networking capability for all SEM faculties in SUAGM. UMET will build on the comprehensive foundation established during Phase I and II of the MIE Project by completing the institutionalization. At the conclusion of Phase III, UMET will have an institutionalization process in place that guarantees full funding for each of the components initiated by MIE. These include: the academic program, curriculum development and evaluation, faculty development and support, Student Support Center, pre-college programs, scholarships, student internships and undergraduate research, and laboratory upgrades and maintenance. UMET will have the capability to disseminate the NSF/UMET/MIE model. The project will be managed under the direction of Dr. Arratia, who reports to the Chancellor of UMET. MODEL INST OF EXCELL NON-RESER HRD EHR Arratia, Juan Universidad Metropolitana PR Lura J. Chase Standard Grant 2950000 1582 SMET 9178 9150 1582 0000099 Other Applications NEC 0349285 May 15, 2004 Model Institutions for Excellence-Phase III. In Phase 3 of the Model Institutions for Excellence (MIE) program, Xavier University will endeavor to complete the process of infrastructure development and institutionalization of key components of an institutional Model for preparing undergraduate Science, Technology, Engineering, and Mathematics (STEM) students for graduate and professional school pursuits. Throughout the course of the MIE program, the University has employed metrics that have served as a guide in the development of program strategies and ensuring attainment of the overall goal of becoming a Model Institution for Excellence in graduate school placement. Those metrics have included and remain a) achieving a STEM student retention rate of 75% through graduation (within a six-year period), and b) achieving and sustaining a STEM student graduate school enrollment rate of 50% of Xavier STEM graduates. During this final stage (Phase 3) of MIE the key objectives that will be pursued by the University will include the following items. Transitioning of NSF financial assistance for STEM Fellows to other non-NSF University assistance resources. Transforming the Xavier University Center for Undergraduate Research (XUCUR), which was initiated with NSF support (with a focus on STEM students), into an institutionalized, University-supported, centralized structure that will administer to all students (STEM and otherwise) in their preparation for graduate/professional school. Development of a degree program in Electrical Engineering as a complement to the previously-established Computer Engineering degree. Completing the development of multi-media classrooms and conferencing centers in support of the continued University expansion in the use of technology in the instructional process. Finalizing the formation of a University structure that will optimize the number and availability of research faculty to serve as mentors for STEM undergraduate researchers. Upon accomplishment of these objectives, the University expects to realize successful completion of all major elements of its Model for achieving excellence in the graduate school placement of its alumni. MODEL INST OF EXCELL NON-RESER HRD EHR D'Amour, Gene Tanya McKinney Xavier University of Louisiana LA Lura J. Chase Standard Grant 2948710 1582 SMET 9178 9150 1582 0000099 Other Applications NEC 0349451 September 1, 2003 Oyate Consortium MIE Phase III. The goal of the first two phases of the Model Institutions for Excellence program was to develop and refine models for increasing graduates from underrepresented groups in Science, Technology, Engineering, and Mathematics (STEM) disciplines. To meet this goal, Oglala Lakota College served as the lead institution of the Oyate Consortium, a group of five tribal colleges located in South and North Dakota, which focused on developing STEM degree programs targeting a Native American student base. Considering the Consortium started from ground zero in terms of facilities, degrees offered, and qualified faculty, the three remaining partner schools, OLC, Sitting Bull College and Sisseton-Wahpeton Community College have been very successful in building strong science, math and technology programs. In 1995 there were no STEM degree programs at any of the Consortium schools. Today there are 112 degree seeking students enrolled in Interdisciplinary Environmental Science, Information Technology, Natural Science, SEM, and Computer Science. To date, the schools have graduated 12 students with Bachelor degrees in Interdisciplinary Environmental Science, and three transfer students have received their degrees from other four-year institutions. During Phase III, OLC plans to offer STEM Bachelor degree programs to 8 more two-year tribal institutions via distance education. The objective is to expand the at-distance student base from the current number of 16 at the two other Consortium schools to a total of 91 and make an even broader impact in Native American science education. The intellectual merit of the program will be demonstrated through the model developed by OLC for increasing STEM students from tribal colleges. The broader impacts are the increased production of Native American scientists. At the conclusion of Phase III, this model will be available for distribution to other tribal schools that wish to either begin, or expand, STEM programs. The MIE program has allowed OLC to meet and solve the problems associated with developing a successful STEM initiative at a tribal college. This includes administration buy-in, needs analysis, infrastructure development, faculty recruitment, student support, and building regional partnerships to expand undergraduate research project opportunities and collaborations. Phase III will allow the MIE program to wind down and become institutionalized. The OLC administration has committed funds to support its MIE faculty members after three years. Partnerships are in place with other colleges and universities, and tribal and federal agencies to sustain program projects. The foundation that was set during Phase I and II will continue to support STEM degree programs and students through graduation. The Oyate Consortium will continue to work together to keep each college a Model Institution for Excellence. MODEL INST OF EXCELL NON-RESER HRD EHR Giraud, Gerald Hannan LaGarry Oglala Lakota College SD Lura J. Chase Continuing grant 3362831 1582 SMET 9178 9177 9150 1582 0352060 May 1, 2004 Tohono O'odham Community College T-CUP Planning Proposal. The major purpose of this planning grant is to conduct an assessment of Tohono O'odham Community College's STEM curriculum and infrastructure in order to develop an institutional STEM action-plan that will be used as the basis for a full TCUP grant to be submitted by May 2004. Part of this major purpose will be to work with all of the college's stakeholders in order to develop partnerships that will help the college effectively serve all eleven of the Nation's districts. This will result in an effective distance education and Asynchronous/Synchronous Learning Environment strategy that allows the college to serve all eleven of the Nation's districts with STEM curriculum and the possibility to graduate using a place-based education strategy. The final plan will also include the development of assessment instruments designed to determine the effectiveness of the college's STEM instructional programs and the development of tracking methodologies designed to track college graduates that transfer to 4-year colleges and universities. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR StClair, Douglas Tohono O'odham Community College AZ Lura J. Chase Standard Grant 50000 1744 SMET 9178 0354817 June 15, 2004 Closing the Mathematics Achievement Gap of African American Students: A Conference on the Issues. Closing the Mathematics Achievement Gap of African American Students: A Conference on the Issues The National Alliance of Black School Educators (NABSE) and the Benjamin Banneker Association (BBA), in collaboration with The McKenzie Group (TMG), propose a four-month initiative to develop a broad-scale action agenda to improve mathematics teaching and learning for all students, but particularly students of African American descent. As the first stage of a broader plan to improve science, technology, engineering, and mathematics (STEM) achievement nationwide, the mathematics initiative seeks funding to convene a conference of nationally recognized researchers, policymakers, and practitioners to develop an integrated, research-based design for closing the achievement gap, as well as a framework for implementing appropriate programmatic and policy strategies. Intellectual Merit: The project will advance knowledge and understanding of effective strategies and challenges for increasing K-12 African American mathematics achievement, as well as promote collaborate among the array of organizations committed to conducting action-research to close the African American mathematics achievement gap. NABSE and BBA, two leading advocacy and professional development organizations committed to K-12 STEM reform, along with TMG.s prior experience with STEM technical assistance, provide a solid grounding for this research and development (R&D) effort. Broader Impacts: The development of formal post-conference discussion and concept papers will broaden the impact beyond the institutions and organizations represented by conference participants. Furthermore, the combined memberships of over 7,500 African American educators from school districts throughout the United States, Canada, and the Caribbean will provide a powerful professional network for sharing the conference publications and findings and directly impacting classroom instruction. NABSE.s 98 regional affiliates that are located within BBA.s six regions will also provide venues for continuing dialogue and collaboration at the regional and local levels. Both organizations will use their electronic communications networks that include websites and email listservs and their independent national conferences to further support these efforts. Finally, the overarching goal of increasing African American mathematics achievement will contribute to national education goals of improved K-12 student achievement in mathematics ALLIANCES-MINORITY PARTICIPAT. URBAN SYSTEMIC PROGRAM HRD EHR Lawson, Quentin Irvin Vance National Alliance of Black School Educators DC Dr. A. James Hicks Standard Grant 113755 9133 7347 SMET 9178 0400041 May 1, 2004 Infrastructure Support for Doctoral Research in Optics & Photonics. HRD- 0400041 Infrastructure Support for Doctoral Research in Optics & Photonics Hampton University PI: Hommerich, Uwe H. Hampton University will strengthen the education and research capabilities of its Ph.D. program in physics by (1) enhancing the institution's research infrastructure and productivity in optics & photonics; (2) increasing the number of students from underrepresented minority groups earning Ph.D. degrees in physics; and, (3) building a pipeline of undergraduate students pursuing advanced degrees in science and engineering. Project activities include faculty professional development, postdoctoral researchers, visiting scientists, student outreach, student assistantships, supplies, and research equipment. Research in optics & photonics will focus on luminescent materials development and nonlinear optical spectroscopy of oxide nanoparticles. Outcomes of this research impact a wide range of technological developments in the area of electro-optics and lasers. This research also advances the fundamental understanding of structure-property relations in luminescent materials and provides deeper insight in the nonlinear optical properties of nanoparticles. The multi-disciplinary nature of the program will enhance the quality of education and research in several science and engineering disciplines at Hampton University. Educational enhancement activities include curriculum development in optics and photonics, student research experiences, outreach, and the development of student internships with external partners. CENTERS FOR RSCH EXCELL IN S&T HRD EHR Hommerich, Uwe JaeTae Seo Hampton University VA JAMES J. POWLIK Standard Grant 1000000 9131 SMET 9179 9178 0400932 March 15, 2004 Implementation of a Self-Evaluation Indicator System [SEIS] and Academic Indicator Report [AIR] for NSF's Historically Black Colleges and Universities Undergraduate Program. Title: Implementation of a Self-Evaluation Indicator System and Academic Indicator Report for NSF's HBCU-UP Systemic Research, Inc. HRD - 0400932 PI: Jason Kim Systemic Research, Inc. will continue the implementation of a Self-Evaluation Indicator System (SEIS) and Academic Indicator Report (AIR) for the National Science Foundation's (NSF) Historically Black Colleges and Universities Undergraduate Program (HBCU-UP). Systemic Research has successfully completed a 24 month grant (11/1/01 - 10/31/03), "Development and Implementation of an Indicator Monitoring System for NSF's Historically Black Colleges and Universities Undergraduate Program" (HRD-0136117) to design, develop, and implement SEIS and AIR. SEIS is an instrument designed to collect both quantitative and qualitative progress indicators, and AIR presents both HBCU-UP individual institutions' and overall progress report based on SEIS. Each year Systemic Research will develop and deliver a customized annual SEIS instrument to each individual HBCU-UP site, host a SEIS workshop, compile collected SEIS data to produce AIR, conduct two site visits to gather additional information to publish case stories, and manage the SEIS web management system and HBCU-UP Open Forum. Other activities will include presentations at NSF PI/PD meetings, and participating in the HBCU-UP National Research Conference. Intellectual Merit The customized SEIS will provide common measures of performance across all HBCU-UP projects while considering uniqueness of each institution. The site visits and case stories will identify best practice models. Systemic Research will provide comprehensive technical assistance to HBCU-UP sites regarding academic indicator management and evaluation capacity building through numerous workshops, site visits, and on-going communication. Individual institutions' AIRs will be returned to the respective institutions for their on-going project review. Broader Impact For wide dissemination and broad impact, all publications will be available in three different formats; printed copy, CD-ROM, and web-based publications. The AIR overall progress report, program highlights, and case stories will be disseminated nation-wide. Systemic Research will provide technical assistance to both implementation and planning HBCU-UP grantees. The program impact and best practice models will be disseminated to the HBCU community, higher education institutions, education and research communities, other stakeholders and federal agencies. HIST BLACK COLLEGES AND UNIV HRD EHR Kim, Jason Linda Crasco Systemic Research, Inc. MA Caesar R. Jackson Continuing grant 1205660 1594 SMET 9178 0401587 May 1, 2004 Chemical and Biological Assessment of Endocrine Disruptors in Waterways of Southeast Texas. HRD- 0401587 Chemical and Biological Assessment of Endocrine Disruptors in Waterways in Southeast Texas Texas Southern University PI: Joseph Jones Genetics and molecular biology researchers from Texas Southern University's Environmental Toxicology program will assess environmental contamination in the waterways of southeast Texas. Research will focus on chemical and biological endocrine disruptors in the lower Galveston Bay watershed. Research efforts will: (1) identify and quantify endocrine disruptors; (2) measure the effects of endocrine disruptors on cell proliferation and DNA repair in estrogen-sensitive cell lines; and (3) evaluate changes in dopamine content in neuronal cells treated with endocrine disruptors, and further examine the mechanism by which these chemicals may disrupt dopamine content. The project supports for a cadre of incoming doctoral students; faculty and graduate student participation at professional meetings; and, undergraduate and high school student supervised research opportunities managed through a Summer Internship Program. A regional conference on the multidisciplinary assessment of environmental contamination in Texas waterways will be held project-year 3. This project combines state of the art monitoring capabilities with cutting-edge basic research to define the biological sequel of exposure to identified aquatic endocrine disruptors. The work, to be conducted by Texas Southern University researchers, will incorporate underrepresented minority students at the high school, undergraduate, and graduate levels. Broader impacts of the proposed activity include the enhancement of the doctoral training capacity of TSU, and an increase in the number of underrepresented minority students entering into STEM-related graduate fields. CENTERS FOR RSCH EXCELL IN S&T HRD EHR Wilson, Bobby Ramesh Govindarajan Renard Thomas James DuMond Texas Southern University TX Victor A. Santiago Standard Grant 998328 9131 SMET 9179 0401679 March 1, 2004 Research and Education in Advanced Computing (REACOM). HRD- 0401679 Research and Education in Advanced Computing Clark Atlanta University PI: Sharouz Aliabadi With NSF support, Clark Atlanta University will strengthening its science, technology, engineering and mathematics educational and research infrastructure by (1) conducting research in the areas of computational mechanics, computational fluid mechanics, and data mining; (2) establishing an advanced computing laboratory; (3) revising the computer and information science and engineering curricula; and, (4) providing student research opportunities and training in advanced computing. The research component has significant intellectual merit. One of the research projects involves the development of computational algorithms based on space-time discretization using the discontinuous Galerkin finite element method for problems with moving boundaries and interfaces arising in computational mechanics. A second research project will computationally study the fluid flow and heat transfer in micro-channel cooling systems using nanofluids that show anomalously enhanced thermal conductivities. The objectives of a third research project are to develop evolutionary techniques for learning knowledge bases from large data sets in the geospatial domain. Broader impacts of the project include advancing fundamental knowledge in computational science and engineering and database management; strengthening institutional research capacity; strengthening the infrastructure in computer and information science and engineering through the establishment of an advanced computing laboratory and curricula enhancements and revisions of courses; and increasing the pool of students who will pursue graduate studies in science, technology, engineering, and mathematics disciplines. CENTERS FOR RSCH EXCELL IN S&T HRD EHR George, Roy Khalil Shujaee Jalal Abedi Robert Baffour Clark Atlanta University GA Victor A. Santiago Standard Grant 999997 9131 SMET 9178 0401697 May 1, 2004 Computational Biology at Howard University. HRD- 0401697 Computational Biology at Howard University Howard University PI: Louis W. Shapiro With National Science Foundation support, Howard University will develop concentrations in computational biology in the institution's current doctoral programs in biology and mathematics. The concentration will consist of six courses plus the dissertation. Interdisciplinary research teams with faculty and Ph.D. students in mathematics and biology will also be formed. The intellectual merit of the HBCU-RISE project lies in its interdisciplinary nature, and its ability to bridge the intellectual differences between the quantitative and the life sciences to prepare graduate students who are conversant in both disciplines and expert in at least one. These students will be at the leading edge of the emerging field of computational biology, and will also be trained to communicate their research in an interdisciplinary environment. Howard University's record of graduating African American Ph.D.s in life and quantitative sciences is unparalleled. This HBCU-RISE supported project will take Howard's tradition of doctoral education for underrepresented minorities to a new level of endeavor, both diversifying the scientific and academic workforce and ensuring that computational biology, as a relatively new intellectual field, is diverse from its outset. CENTERS FOR RSCH EXCELL IN S&T HRD EHR Shapiro, Louis William Eckberg Legand Burge Howard University DC Patrick F. Mensah Standard Grant 999997 9131 SMET 9179 0401723 November 1, 2004 LSAMP- Washington Baltimore Hampton Roads Alliance. Program Summary Over the past three years of Phase II of the Washington-Baltimore-Hampton Roads Louis Stokes Alliance for Minority Participation (WBHR-LSAMP), three new state-based institutions were added. The original four partners for Phase I included Howard University (HU), Hampton University (HAU), Morgan State University (MSU) and the University of the District of Columbia (UDC). The new Phase II partners included Bowie State University (BSU), Norfolk State University (NSU) and Virginia State University (VSU). The addition of these three partners expanded the diversity of student populations served by the WBHR-LSAMP programs as well as expanding the numbers of programs available to students enrolled in science, technology, engineering and mathematics (STEM) within the Alliance. Intellectual and Technical Merit The principal objective for Phase III of the WBHR-LSAMP Alliance is to continue to institutionalize the . best practices. and . lesson-learned. from Phases I and II of the Alliance and to build the necessary instructional and research infrastructure that will ensure the successful progression and transition of undergraduate students towards B.S., M.S and Ph.D. degrees in STEM fields. The specific objectives for Phase III are to: Provide direct support for junior and senior-level students in order that they can successfully transition into graduate programs in STEM fields and ultimately replace the graying. professoriate in major research universities and the scientists and engineers at national and industrial laboratories. To develop seamless relationships and partnerships with major research universities so that students within the WBHR-LSAMP programs completing B.S. and M.S. degree programs can continue their graduate work with joint mentoring by professors at WBHR- LSAMP institutions and those offering Ph.Ds by .building bridges for the doctorates.. To build synergistic research efforts for all STEM students so that institutionalization of the WBHR-LSAMP initiatives will become permanent mechanisms for degree production at all levels in the postsecondary educational pipeline. Broader Impact Based on the trendline data, more than 7,500 African Americans have received B.S. degrees in STEM fields from this WBHR-LSAMP Alliance over the past 10 years and approximately 30 percent or 2,200 of these students have gone on to enroll in graduate degree programs and have received M.S. and Ph.D. degrees as well as other professional degrees. The WBHR-LSAMP has documented evidence that the LSAMP students are more likely to return to HBCUs than other students. It is also clear by the number of Ph.Ds produced within the WBHR- LSAMP institutions, as well as the number of new assistant professors who have been hired within the WBHR-LSAMP Alliance, that the impact of the WBHR-LSAMP Alliance is not just within the alliance, but the impact is national as well as global. We believe that that quality of African American students attending institutions within the WBHR-LSAMP alliance is among the highest in the United States. Furthermore, the establishment of new research partnerships will have as its foundation the establishments of doctoral.level research at WBHR-LSAMP institutions. The combination of improved instructional and research facilities at WBHR-LSAMP Institutions will have synergistic affects and benefits for all of the WBHR-LSAMP institutions, as well as the major research institutions that become research partners. In particular, students participating in collaborative research benefit because they can be actively involved in a comprehensive approach to research and development that is typically difficult to achieve in smaller focused research groups such as those normally found in HBCUs and MIs where research resources are usually limited. ALLIANCES-MINORITY PARTICIPAT. HRD EHR Thornton, Alvin Clara Adams Clarence Lee W. Eric Thomas Howard University DC Dr. A. James Hicks Cooperative Agreement 8056000 9133 SMET 9179 9178 7204 0401724 March 1, 2004 Studies of Structural Nanocomposites Using Transmission Electron Microscopy. HRD- 0401724 Studies of Structural Nanocomposites Using Transmission Electron Microscopy Tuskegee University PI: Jeelani, Shaik Researchers at the Center for Advanced Materials at Tuskegee University (T-CAM) have infused nanoclays, nanotubes, and nanoparticles with various polymers to manufacture structural composites enhancing the strength and stiffness of these nanocomposites. In order to enhance understanding of the strengthening phenomena, Tuskegee University will investigate several aspects of the fundamental science of particle-polymer interaction and failure of structural nanocomposites using a Transmission Electron Microscope (TEM). National Science Foundation support will be directed primarily towards acquiring a Transmission Electron Microscope to enhance the quality of on-going research. Research activities include probing the degree of dispersion, size, shape, and alignment of particles and interfaces between the particle and the polymer in the resulting nanocomposites. Thrust areas for research are cure and relaxation behavior of polymer nanocomposites and structural nanocomposites. The intellectual merit of this proposal lies in the fundamental studies of nanocomposites at the molecular level in determining the bonding effect between the particle and the polymer and investigation of the structure-property relationship at the nanometer level using a TEM. Successful completion of these investigations will lead to the development of a new generation of structural nanocomposites based on a firm scientific foundation. T-CAM houses Tuskegee University's Ph.D. program in Materials Science and Engineering. A large number of African American graduates, many at the Ph.D. level, will be produced in an emerging area of materials science and engineering with skills in using TEM. These graduates will help bring much-needed diversity to the nation's advanced technological workforce. Undergraduate and graduate students will also participate in material research using the TEM. CENTERS FOR RSCH EXCELL IN S&T HRD EHR Jeelani, Shaik Hassan Mahfuz Adriane Ludwick Pradosh Ray Derrick Dean Tuskegee University AL JAMES J. POWLIK Standard Grant 1000000 9131 SMET 9179 9150 0401730 May 1, 2004 The Synthesis, Characterization, and Computational Study of Potential Antibiotic/Antitumor Spiroisoxazolines. HRD- 0401730 Synthesis, Characterization and Computational Study of Potential Antibiotic /Antitumor Spirosoxazolines Jackson State University PI: Jerzy Leszczynski Jackson State University scientists will conduct research to explore the synthesis of compounds with potential anti-tumor and anti-biotic applications. The National Science Foundation supported project provides a means for the investigation of the synthetic methodology, molecular design, and mechanistic insight for spiroisoxazoline construction and exploration. Since a number of spiroisoxazolines have both antitumor and antibiotic activities, a concise synthetic method that can accommodate a variety of substrates is needed in order to probe into the electronic and atomic properties responsible for the observed biological activity. Both experimental and theoretical techniques will be applied to the proposed investigations. An international component of the project provides participating Ph.D. students with research opportunities and training in theory and applications of molecular modeling at the Technical University of Wroclaw, Poland. Molecular modeling links computational chemistry, molecular biology, biophysics, solid-state physics, materials science, and molecular graphics. Intellectual merits of the project encompass the integration of novel experimental and theoretical studies on series of spiroisoxazolines and contributions to the knowledge base required for the development of new active compounds that exhibit desired pharmacological activity. This project has the potential to impact both the organic and computational fields of chemistry because of the synthetic and theoretical applications that will be employed. Broader impacts resulting from the project's activities include enhanced participation of underrepresented minorities in the science and technology disciplines and workforce through the recruitment and training of African American Ph.D. students in cutting edge research within computational chemistry. CENTERS FOR RSCH EXCELL IN S&T HRD EHR Leszczynski, Jerzy Ashton Hamme Jackson State University MS JAMES J. POWLIK Standard Grant 999999 9131 SMET 9179 9150 0402549 November 1, 2004 Wisconsin Alliance for Minority Participation. PROJECT SUMMARY What is the intellectual merit of the proposed activity? Wisconsin (WI) is a state with a rapidly changing ethnic and racial demography. The number of Hispanics has more than doubled in the last decade to over 200,000, there are over 400,000 acres of American Indian tribal lands, and 25% of the nearly one million residents in the large urban area around Milwaukee are African American. While not counted in tallies of underrepresented minorities for this proposal, WI also has the third largest population of Hmong in the United States, a group also underrepresented in higher education. This proposal would establish the Wisconsin Alliance for Minority Participation (Wisc-AMP)through the NSF Louis Stokes Alliance for Minority Participation (LSAMP) Program. Wisc-AMP brings together 21 public and private institutions of higher education in Wisconsin committed to collectively doubling the number of underrepresented minority students (URMS) receiving baccalaureate degrees in science and engineering majors. Wisc-AMP partners are also committed to the more fundamental goal of transforming the culture of our institutions to support and sustain diversity at all levels. The University of Wisconsin-Madison (UW-Madison) will be the lead institution. Few universities can equal UW-Madison's capacity to enroll large numbers of students or match the breadth and depth of its cutting-edge research rograms in science and engineering. Through individual interviews, data gathering, and document analysis, it was determined that the support provided through LSAMP would be best leveraged in two ways: 1) address retention and persistence of URMS in science or engineering majors at UW-Madison by expanding and improving on successful models already in place and 2) build the alliance. The initiatives at UW-Madison focus on several aspects of academic enhancement especially in the gatekeeping courses with new efforts to tutor not only those struggling but those who can be pushed to excellence as well as an enhanced summer research experience that encourages undergraduate students to share personal experiences and scientific inquiries with a network of peers and trains graduate students to be more effective mentors to undergraduate URMS. Alliance building involves several efforts aimed at developing a Network of Champions at participating sites as well as a Small Grants Program to facilitate collaboration and encourage individual partners to customize initiatives to their local environments. Wisc-AMP will be administered jointly by the Diversity Affairs Office and the Women in Science and Engineering Leadership Institute in the College of Engineering at UW-Madison. A Governing Board consists of Provosts/Vice Chancellors/Presidents from Wisc-AMP partners, students, an industry representative, and selected academic and community leaders in education and research. Increasing the recruitment and retention of URMS in science and engineering with the goal of transforming the institution involves buy-in from many departments and units. Therefore, at UW-Madison, the Provost is the principal investigator and two well-respected faculty members are co-principal investigators, faculty in prestigious positions are members of an internal Advisory Committee, staff who have been in the trenches working on the issues and administrators from the Admissions Office and the Registrars Office who are at key student entry points are involved as co-investigators or advisors. Formal evaluation of Wisc-AMP will use quantitative and qualitative methods to identify if and how well the goal of the program is met and which aspects of Wisc-AMP work. What are the broader impacts of the proposed activity? As the United States becomes an increasingly diverse society, it is imperative that institutions of higher education train a similarly diverse workforce. NSF has publicly proclaimed its commitment to broadening opportunities and enabling participation of all citizens as essential to the health and vitality of science and engineering. By investing in efforts to increase the number of URMS graduating with baccalaureate degrees in science or engineering, this proposal directly aligns with NSF's goal. Project innovations will be disseminated locally through meetings, discussions, and presentations; regionally through the alliance structure; and nationally through publications in scientific journals, proceedings of scientific meetings, and participation in annual LSAMP meetings. The results of Wisc-AMP's formal evaluation can be used to continue or re-direct proposed efforts and to advise developing alliances on successful and unsuccessful elements of each initiative. ALLIANCES-MINORITY PARTICIPAT. HRD EHR Farrell, Patrick Donald Woolston Douglass Henderson Manuela Romero Mary Carnes University of Wisconsin-Madison WI Dr. A. James Hicks Cooperative Agreement 2500812 9133 SMET 9178 0402623 November 1, 2004 Houston Alliance for Minority Participation Project. HOUSTON LOUIS STOKES ALLIANCE FOR MINORITY PARTICIPATION.PHASE II The Houston-Louis Stokes Alliance for Minority Participation (H-LSAMP) consortium consisting of 6 universities, 2 community colleges, and a school district, will build upon its Phase I foundation to implement a realistic, comprehensive plan to: a) recruit well-qualified minority students in STEM disciplines; b) enhance retention rates by focusing on individual retention issues, and; c) ensure that each student graduates with a clear career goal and the preparation to achieve it. The H-LSAMP will maintain its management structure, its recruitment and selection process, and will continue to provide financial support in the form of stipends to its H-LSAMP scholars. Scholars will earn their stipends by performing activities associated with their training, such as working in research laboratories. The H- LSAMP will maintain its successful Collaborative Learning Community model in which scholars are required to attend rigorous excellence workshops associated with core courses such as calculus and chemistry. Additionally, the H-LSAMP will implement processes to educate the scholars about career opportunities open to well-prepared graduates, and monitor and counsel them to optimize the likelihood of on-time graduation. Strong emphasis will be placed on encouraging students to pursue graduate degrees and preparing them for entry to graduate school. To this end, the H-LSAMP will plan and execute regularly scheduled workshops and forums about STEM careers and graduate education, emphasizing the leadership opportunities open to those with doctoral degrees in these fields. The H-LSAMP will respond to the need for improved communication skills by providing formal written communications skills training. Concurrently, a protocol for routine monitoring and documenting student progress that includes periodic individual assessment and follow-up meetings with a staff member will be designed and employed. The H-LSAMP will contribute to the growing body of knowledge about retention of undergraduate minority STEM students by using accepted research methods to determine the relative contributions of factors believed to be important to retention in this population. Last, because information management is important to the success of programs such as the LSAMP, a state-of-the-art information management software program developed specifically for the H-LSAMP will be made available to other institutions. The intellectual merit of this project lies primarily in the generation of important new knowledge about factors that contribute to retention and success in the population of underrepresented minorities, primarily Hispanics and African-Americans pursuing STEM baccalaureate degrees in Texas. One can reasonably expect much of this knowledge to be generalizable to Hispanics and African-Americans in other geographic areas of the U.S. Once the results of an innovative student-centered plan that combines application of educational principles with a standardized counseling and monitoring protocol are known, the educational community will have a model for assessing and responding to needs of individual minority STEM students as they progress through their college careers. The commitment of the H- LSAMP leaders, faculty, and staff is well-documented, and evidence of institutionalization of the program includes the commitment of physical facilities and an institutional to NSF match of approximately 1.5:1. The broader impact of this project lies in its potential to greatly increase the numbers of well-focused, minority graduates who graduate from our institutions inspired and prepared to pursue career goals. The expectation is that a high proportion will aspire to attend graduate school, swelling the ranks of the next generation of scientific leaders and educators. Finally, the H-LSAMP will have the potential to enhance the success and impact of similar programs by making available proprietary software that facilitates the data collection, retrieval, analysis, and reporting required for effective, efficient operation. ALLIANCES-MINORITY PARTICIPAT. HRD EHR Bear, John University of Houston TX Dr. A. James Hicks Cooperative Agreement 5085500 9133 SMET 9178 7204 0402640 November 1, 2004 Oklahoma Louis Stokes Alliance for Minority Participation in Science, Technology, Engineering and Mathematics. The Oklahoma Louis Stokes Alliance for Minority Participation (OK-LSAMP) in Science, Technology, Engineering and Mathematics (STEM) comprises the three comprehensive research institutions (Oklahoma State University Oklahoma University and Tulsa University) , six Regional Universities ( East Central University, Northeastern State University, University of Central Oklahoma, Northwestern State University Southeastern State University, Southwestern State University , and Cameron University) and the 1890 Land Grant institution (Langston University). i Oklahoma State University is the lead institution; however, the programs will be coordinated through the graduate schools on the four partner campuses. The OK-LSAMP program proposes to significantly increase number of targeted students pursuing entering into graduate programs preferably to earn the doctorate over the next five years . The goal is to have a minimum of 10% of the available baccalaureate degree graduates for enrollment and subsequently graduation. We hope to accomplish this through the following objectives: * Formation of a strong research experience in their last two undergraduate years with two full summers of research and two academic years of research activities. * Full participation in the Graduate School Preparation component as outlined in the Plan * Institutionalize a graduate education culture within the underrepresented group culture and environment . These are the specific objectives that are alliance wide in implementation. Individual partners have the autonomy to implement these objective according to the structure and organization of programs on each campus. For example two of the campuses have a McNair program and they will work in concert with the McNair program. The specific programs and activities include: v Weekly meetings in the beginning of each semester to report progress v Enhanced stipends for students that present research papers and become co-authors v Mentoring workshops for faculty mentors v Special teaching workshops for students v One required Seminar on Scientific Integrity v Mandatory participation in the annual OK-LSAMP Research Symposium v All participants must present a research paper at a regional or national meeting v All alliance participants will take the GRE Prep course ALLIANCES-MINORITY PARTICIPAT. HRD EHR Emslie, A. Gordon Pakize Pulat Carl Rutledge J. Diaz Zola Drain Oklahoma State University OK Dr. A. James Hicks Cooperative Agreement 4474005 9133 SMET 9179 9178 0407501 June 1, 2004 United Tribes PAthways to SuccesS (UT-PASS). UTTC has a regional service area and plays a prominent role in professional development for ND and the BIA. UT-PASS proposes to create a STEM student support system starting with a Summer Pathways Institute (SPI) a month-long intensive STEM student skill-building program, a Tribal Environmental Science AAS, Action Research throughout the STEM courses, and improvement in UTTC.s STEM faculty.s content knowledge and teaching practices. This grant integrates the Peer Led Team Learning process into STEM instruction. Integration is achieved by professional development and assistance from the PLTL Facilitator. Andragogical practices encompass state-of-the-art math, science, and technology instruction and adult learning concepts. UT-PASS faculty work hand in hand with STEM students and general education instructors to provide enhanced STEM courses at UTTC. Peer teaching and mentoring are fundamental to this application. Teachers will be trained and then train other teachers.in pyramidal manner. UT-PASS employs the expertise of regional research institution faculty to support and mentor STEM faculty. Classroom resources including probeware, software, computers and printers will be purchased by the grant. UT-PASS proposes to educate the whole person employing intensive year-round student support for STEM students beginning with the SPI. Additionally, the emphasis on research affords the UT-PASS students ample opportunity to actively research issues important to them or their home reservations. Intensive and long-term staff development assures UTTC STEM faculty has access to adult learning principles, content knowledge and teaching methodologies. This staff development and student support system ensures that UT-PASS students successfully complete the Tribal Environmental Science or other STEM degree, and either matriculates into a four-year degree program or are hired in the field of environmental studies. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Baird, Phillip David Gipp United Tribes Technical College ND Lura J. Chase Cooperative Agreement 2471589 1744 SMET 9178 0000099 Other Applications NEC 0407504 June 1, 2004 Improved Online STEM Instruction For Rural Alaskan Native Students. This project will address these issues; under-prepared Native students, poorly designed courses, and a need for water and wastewater technicians. The project proposes to investigate the literature regarding Native American and Native Alaskan learning styles and to design, develop, deliver and evaluate six short, online technical courses for the Environmental Technology Program at UAS - Sitka. Sound teaching strategies, designed and tested through this project, will be adopted for the rest of the UAS - Sitka Environmental Technology Program, and other technical distance program at the university will be encouraged to use them. Strategies will also be appropriate for other STEM courses and programs, and could be valuable for Native American students throughout the country. Skills developed, during study in the security of their home community, will encourage Native students to enroll in STEM programs and should increase retention and graduation rates. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Carnegie, John University of Alaska Southeast Juneau Campus AK Lura J. Chase Continuing grant 380405 1744 SMET 9178 9150 0407699 July 1, 2004 Enahncing STEM Programs through Research and Culturally Relevant Curricula. This proposal has three goals. The first goal is to stimulate interest in STEM degrees and careers by offering a BS degree program in Environmental Science using culturally sensitive courses, laboratory experiments and other activities. The second goal is to continue and expand innovative programs of recruitment and retention of students in STEM degree programs. These include experimential learning programs for SBC students and local high school students and outreach programs for K-12 students on the SRSR. The third goal is to expand and improve research opportunities for students in STEM related degree programs. Students in the BS degree program in Environmental Science will be required to complete a research project. The development of the Research Laboratory will greatly enhance the learning and research opportunities for students to complete research projects. SBC will apply for a loan to begin commercial analysis of environmental samples on SRSR. Ultimately, SBC hopes this laboratory can become an independent commercial laboratory for environmental analyses. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Ressler, Koreen Sitting Bull College ND Lura J. Chase Cooperative Agreement 2510543 1744 SMET 9186 9178 0000099 Other Applications NEC 0407771 June 15, 2004 Improving Instructional and Informational Technologies to Enhance STEM Education at SWC. The purpose of the Improving Instructional and Informational Technologies to Enhance STEM Education project is to develop and expand training and educational opportunities in math, science, and computer technology skills. This project will allow the college to greatly enhance and strengthen the STEM courses it provides as well as its ability to reach and attract a larger group of potential students, even at the high school level, who will have had a greater exposure to technology as an area of study and a possible career choice. The project provides a well- constructed implementation plan as well as a thoughtful process for monitoring progress, relying on the input of many stakeholders for guidance and support, and including a multi-layered process for evaluating performance. The goals of the project are: 1. To enhance STEM curriculum at SWC 2. To expand SWC's Computer Systems Technology curriculum 3. To strengthen the IT infrastructure at SWC 4. To provide community outreach opportunities This project can have a profound impact in providing a local pool of trained professionals dedicated to the growth and development of their home community. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Akipa, Kathryn Scott Morgan Sisseton Wahpeton Community College SD Lura J. Chase Cooperative Agreement 2180000 1744 SMET 9186 9178 9177 9150 0000099 Other Applications NEC 0407783 June 1, 2004 Ho'okahua - Maui Community College. Maui Community College (MCC) will use this NSF Tribal College Undergraduate Program (TCUP) proposal to implement an institution-wide effort to restructure and strengthen introductory mathematics and science courses. MCC will increase significantly the number of students entering, persisting, and succeeding at high levels in science, mathematics and STEM degree programs, with particular focus on Hawaiian students. The name and .spirit. of this project, Ho.okahua-- .to lay a foundation.-- wil strengthen science and mathematics learning and establish the foundation upon which STEM students can succeed. The Ho.okahua project is based on research indicating that schools that establish high expectations for all students.and give them the necessary support to achieve them have high rates of academic success (Benard, 1995). This project employs a variety of strategies including .bridge. programs for high school students, STEM faculty development in interactive teaching strategies and problem-based learning techniques, mathematics and science course/curriculum improvements, and new and enhanced student support systems and organizations. MCC will implement three major improvement components through the Ho.okahua TCUP Project: (1) Provide faculty development and curriculum development opportunities to restructure and strengthen science and mathematics offerings by adapting and infusing the Interactive Mathematics Program (IMP) model into MCC.s curriculum and by strengthening content in introductory science courses, including integrating indigenous knowledge into the courses/curriculum. (2) Increase incoming student preparedness for STEM courses and programs through a series of .bridge. programs, increased faculty involvement in these programs, better alignment between the high school curriculum and the introductory science and mathematics curriculum at MCC, enhanced student outreach, and greater visibility for students succeeding in STEM careers. (3) Increase student success in STEM courses and programs by establishing Student Cohort Groups, a STEM Student Development/Counseling Office, and a STEM Computer-Assisted Study Center through which the project staff will mentor and tutor STEM students. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR wiger, flo Debra Nakama University of Hawaii HI Lura J. Chase Cooperative Agreement 1999215 1744 SMET 9178 9150 0000099 Other Applications NEC 0407787 August 1, 2004 Transforming Navajo Education: A Sustainable Plan for the 21st Century. This grant would allow CIT to capacity build in the STEM curricular areas as we develop the breadth and depth of assorted associate degrees. Student recruitment and retention will be enhanced through innovative strategies applicable to a population that has historically been excluded from opportunities in mainstream STEM programs. Scientific/Intellectual Merit: The learning laboratory, classrooms, and science labs will be equipped with scientific and technological equipment that will make the educating of students in STEM courses possible and allow CIT to become a more noticeable presence on the Navajo Nation. The grant will provide enhancement of existing and development of new learning and teaching strategies such as internships, cooperative exchanges, paid research experiences, and research exchanges with federal labs and universities. Faculty research capacity capabilities will be developed now that CIT is a candidate for accreditation and strives to become accredited. Such progress would allow CIT to compete for additional funding from research agencies and organizations in the future. Existing unique programs such as veterinary technician, nursing, dental assistant and environmental sciences will be able to reach full accreditation by their professional organizations as well. Funding from the NSF/TCUP program will assure that these programs will be successful. The Institute.s programs fill a unique vocational/technical niche in the educational opportunities available to Native American Indian students. Chief Manuelito, a Navajo Leader of the 1860s, is on record as having spoken of education as a ladder toward a brighter and more prosperous future. Program Impact: The NSF funded project would allow CIT to develop badly needed infrastructure to meet its mission of providing a quality technical/vocational education to its students. The capacity building embedded in this proposal would move CIT into a leadership capacity by allowing us to broaden degree and certificate program offerings. Also we would be able to address the critical shortage of students entering into STEM content fields through better recruitment and retention efforts. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Guy, Elmer CROWNPOINT INSTITUTE OF TECHNOLOGY NM Lura J. Chase Cooperative Agreement 2422335 1744 SMET 9178 0000099 Other Applications NEC 0407794 June 1, 2004 Qeraryaraliluta - Academic and STEM Bridge Building in the Yukon-Kuskokwim Delta. To make STEM education available to the Yup.ik residents of the Y-K Delta, we propose to do the following to establish an academic program that effectively trains Alaskan Natives for STEM careers and bridges these students to the main campuses in Alaska: - A suite of proven models will be utilized. These models include (1) the Treisman model for effective methods of teaching mathematics, (2) the ANSEP model for recruitment,retention and matriculation, (3) the ESP (Emerging Scholars Program) model for retention and guidance, and (4) the TRIO model for recruitment and intensive course delivery. - The models will be modified and combined to most effectively serve the Yup.ik students in the Y-K Delta. For instance, elements of the Treisman model and the ANSEP model will be directed at recruiting and training non-traditional and under-prepared students as well as Yup.ik students with strong academic records. This program will broaden the scope of recruitment and retention beyond what has previously been done in other programs. - An integrated program of new course offerings in mathematics, physics, chemistry, biology and information technology will be developed at KuC. This suite of courses will give students options in the programs they enter at KuC, will enable students to receive two years of STEM education at KuC before matriculating to the four-year campuses at Fairbanks and Anchorage, and will allow them to locally receive professional certifications and associate degrees with emphasis in STEM areas. - using modified forms of the TRIO/Talent Search and the ANSEP models, both non-traditional and high school students will be recruited. Summer intensive camps will be offered to involve students in science, technology and mathematics. One-month intensive courses in mathematics, science and computer technology will be offered in order to give prospective college students stronger backgrounds in these areas before enrolling in college. Students will also participate in TALPA, where they design and build their own computer. The purpose of these summer intensives is to create interest in and excitement about STEM careers. - The summer intensives are followed by distance-delivered videoconference courses to high school students to keep them involved in the program and to continue their STEM training. A number of distance-delivered courses in ITS will also be used for this purpose. - In conjunction with the summer intensives and recruitment activities, the ESP and ANSEP faculty will engage in a proactive advising and guidance effort to involve the students in college activities, build cohort groups, a strong sense of community among the students, and improved student self image. The advising center and STEM faculty will likewise maintain contact with high school students. - Upon enrolling in KuC, students continue to receive advising, guidance and rigorous STEM training, and they continue to work within their cohort groups. Bridging will be accomplished when they matriculate to the four-year campuses. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Pete, Mary Robert Brown Martin Leonard III University of Alaska Fairbanks Campus AK Lura J. Chase Cooperative Agreement 2442663 1744 SMET 9178 9150 0000099 Other Applications NEC 0407827 June 1, 2004 Mathematics: Keystone for Success. Haskell Indian Nations University proposes a five year Tribal College/University Program, .Mathematics: Keystone for Success. to increase the number of American Indian students entering STEM fields. It will do so by building the capacity of Haskell Indian Nations University to complement the knowledge of incoming students and to deliver rigorous mathematics/science instruction. Elements of the proposal required to transform Haskell.s mathematics and mathematically rich disciplines from pure service areas include: 1) Enlarging the existing and highly successful Ross Hall Learning Laboratory: The Laboratory is successful in swiftly moving students from precollege mathematics to College Algebra. Its expansion would place all students in this excellent and supportive environment and release Mathematics faculty to develop and teach higher-level mathematics courses. 2) Providing faculty development: The faculty require updating through taking classes, being involved in in-house workshops and attending conferences. 3) Develop mathematics and mathematically rich science courses: A series of classes to provide a .comprehensive. minor in mathematics at Haskell will be developed. Complementary curricula will be developed in pre-engineering, in Geographical Information Systems (GIS) and Biology/Environmental Sciences; and courses to serve Liberal Arts students will be created. 4) Incorporate Technologies into Haskell courses: The use of a variety of technologies will update course presentation and allow students to explore technological advances in mathematics. 5) Expanded career related experiences for students: Students will be provided academic year and summer research and internship experiences that will arouse their interest in pursuing their education in mathematics or mathematically rich disciplines. 6) Enhanced infrastructure including recruitment, assessment, retention and makes sophisticated tracking of student progress possible. TRIBAL COLLEGE & UNIVERS PROGR HRD EHR Warner, Linda Carol Bowen Haskell Indian Nations University KS Lura J. Chase Interagency Agreement 2409581 1744 SMET 9178 9177 9150 0408218 May 1, 2004 Planning Grant for Lincoln University under the NSF HBCU-UP STEM Program. This planning grant proposal under the Historically Black Colleges and Universities Undergraduate Program will enable Lincoln University to conduct an assessment of science, mathematics, engineering and technology education, in order to develop an institutional action plan to enhance and improve the quality of STEM education programs. Activities include curriculum improvement, student education enrichment and faculty professional development. The goal of the planning grant is to ensure greater participation of minorities in STEM program areas with the end result of more students enrolling in, successfully graduating from, and eventually working in the STEM areas. The objectives of this planning grant are to establish advisory committees; to gather information from other NSF HBCU-UP institutions; to develop and conduct assessments of the STEM curriculum, program areas, students, and faculty; to seek outside evaluators; and to develop an implementation plan and proposal for submission to NSF. These objectives will be accomplished through the commitment of faculty resources and time; through the participation of interested stakeholders; through visits to institutions that have already made improvements to the STEM program areas; through use of outside consultants for assessment, technical assistance and training; and through data collection and analysis. The intellectual merit of this project is that it will encompass both quantitative and qualitative approaches to understanding the problems associated with the STEM program areas, why these problems exist, and how plans might be developed to address these problems. Through visits to other universities, this planning grant will also contribute to the understanding of factors that lead to success in STEM program areas, curriculum, student preparation, recruitment and retention. Once data is collected and analyzed, it can be used by other institutions, and the results may be appropriate for publication or for presentation at professional conferences. The broader impacts of this planning grant are improvements to diversity, infrastructure, dissemination to enhance scientific understanding and society. Diversity - The assessment will include understanding the perspectives of underrepresented minorities in the STEM areas and the challenges they face, as well as understanding the perspectives of faculty and their competencies and abilities to mentor and advise these students. Infrastructure - The assessment will include understanding student perspectives of campus housing, facilities, classrooms, and equipment; and will include visits to other institutions where living and learning have been improved upon in the STEM program areas. These assessment activities will contribute to developing implementation plans to enhance the infrastructure of Lincoln University for its students. Dissemination to Enhance Scientific Understanding - The planning grant process will include building and strengthening relationships between and among stakeholders interested in the success of STEM programs at Lincoln University. Many of the stakeholders will have the resources to assist in the enhancement of dissemination of information and research to the public and to their constituencies. Benefits to Society - Establishing relationships with high school teachers who prepare students in the STEM areas and who could influence students to consider majoring in STEM areas could be beneficial to the recruitment process. These efforts may enhance the overall recruitment and retention process and contribute to a better understanding by the public of the STEM program areas. HIST BLACK COLLEGES AND UNIV HRD EHR Simmons, Joe Frieda Eivazi Ruthi Sturdevant Lincoln University MO Camille A. McKayle Standard Grant 50000 1594 SMET 9178 0410328 September 1, 2004 Howard University Science, Engineering and Mathematics (HUSEM) Program. Howard University is committed to establishing an infrastructure that coordinates STEM education campus-wide with a focus on producing graduates of excellent quality who can assume leadership roles in the engineering and scientific community. Through the NSF Historically Black Colleges and Universities Undergraduate Program (HBCU-UP), Howard will form a coordinated, cohesive community of STEM scholars, thereby increasing STEM enrollment at all levels with a special emphasis on students of exceptional quality. Howard University will provide all STEM students with access to a number of coordinated, multidisciplinary activities that will expose the student to the culture, traditions and rewards of scientific and engineering careers through a program called Howard University Science, Engineering and Mathematics Program (HUSEM). The ultimate goal is to retain these students in STEM disciplines, to have them graduate and to adequately prepare them to pursue advanced degrees (particularly the Ph.D.) in STEM fields. All STEM students will have access to HUSEM activities; however, some activities are particularly designed for the high-ability student who will be groomed for direct entry to a Ph. D. program. The proposed initiative will consist of four activities - the Distinguished Scholars Program; the Undergraduate Research Program; the Resource Retention Center; and the Interdisciplinary New Frontiers in Science and Engineering Modular Course. These programs will be integrated to accomplish the goals. Intellectual Merit: The activities will increase the production of underrepresented graduates who have a stronger fundamental understanding of mathematics and science, an improved level of undergraduate prepara